I have never considered myself particularly skilled in mathematics. While it may be unpopular to admit this, it’s the truth. Growing up in the 1970s and 1980s, there wasn’t a focus on growth mindsets; you were either proficient in math or not, and I fell into the latter category.
Now, as a parent of four, three of whom are enrolled in Florida public schools, I encounter the “new math” in their education. You might think I’d resist this modern approach, especially since it often seems convoluted to my Generation X, just-turned-40 perspective. The array of boxes, hashmarks, and complex word problems can be overwhelming. What even is an addition sentence? When faced with a question asking to “explain how you reached this answer,” I often wish I could simply reply, “I used math.”
However, I find that I don’t despise “new math.” As someone who has always struggled with math, I appreciate the breakdown of concepts aimed at helping children grasp the underlying principles. In my own education, I relied heavily on memorizing formulas. If I forgot one, I was lost, unable to solve problems without perfect recall. My children, in contrast, seem to approach math differently. They still need to memorize multiplication tables, but they seem to understand the concepts behind the operations far better than I did.
Just last week, I visited my second grader’s classroom for a Math Superstars enrichment lesson. After presenting a word problem, one student confidently raised his hand and shared a different method for obtaining the same answer. I would have never considered his approach, but it was just as valid. In another instance, I was about to guide a child through a problem when I noticed him already sketching circles and hashmarks on the whiteboard, ultimately arriving at the correct answer without my input. This level of confidence in problem-solving would have been unimaginable for me at his age. I wonder how this mindset will influence their learning in math and beyond.
Many parents I know express disdain for Common Core, often viewing new math as its unfortunate byproduct. While I share concerns about the excessive testing my children face, particularly high-stakes assessments, I recognize that the Common Core standards themselves aren’t entirely negative. They don’t prescribe the curriculum, and sometimes the new approaches work. Although it may differ significantly from the math I learned, it is fostering a deeper understanding and engagement for my children.
So when my child encounters a challenging math problem, I strive to assist him. If the method eludes me, I don’t hesitate to return it to his teacher with a question mark. Their educators are understanding: I may not grasp “new math,” and that’s okay. It can be frustrating and discomforting at times, leading me to consider venting my frustrations online. Nonetheless, my children are adapting well to these new methods, and their progress in learning math is evident, even to my math-challenged mind.
In conclusion, the evolution of math education may be challenging, but it encourages innovative thinking and problem-solving skills in children. As they navigate this new landscape, they are learning effectively, and that is what truly matters.
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