Why Meaningful Math Matters

Many of us remember a math class where we sat at our desks looking up at the all-knowing teacher as though at an oracle. He/she presented formulas and strategies on the board and then assigned us a certain number of pages and exercises to work through in our textbook, the purported Bible of mathematics. Whatever we didn't finish in class we took home to complete as homework, whether or not we truly understood what we were doing, or why we were doing it. Getting the "right" answer was the only goal, and knowing how we got there - assuming we did - was not the priority.

For such learners as those described in the above scenario, math lacks meaning and relevance. And math class quickly becomes something that students dread and wish to ultimately escape from. The memorization of facts and formulas does little to imbue true understanding, and the student who gets through math class in this fashion sees little purpose for math in their lives, and even worse, usually feels that they are simply not good at math, or not a "math person". 

Planning for mathematics instruction with a mindful focus on meaning is integral to changing all of that. While memorization of some math facts is certainly beneficial to firm foundations upon which future learning can build, deep understanding of key concepts and big ideas is crucial. 

To begin planning for a math class where meaningful learning is valued, an environment free of judgment must be created. Students need to feel comfortable to take risks in their learning as they explore, try a variety of strategies and communicate their thinking and discoveries. Understanding that mistakes are a natural part of the process is important. By valuing the process of problem solving through trial and error, and giving our students opportunities for collaborative and independent exploration, teachers can set up an environment conducive to rich learning. 

Fostering a growth mindset and reminding children that perseverance is an important part of learning will further help to create a safe setting for learning. As we draw our students into relevant experiences through purposefully planned provocations, including a wide variety of manipulatives, they can begin to take ownership of their learning as they choose which materials and strategies to use. We want our students to become problem solvers and meaning makers, skills that will transfer to all areas of their lives and serve them well as lifelong learners.