Goal 4: Teaching Mathematics

Know the K-8 content areas and how to teach them.

Teaching mathematics to students is a process that takes time, practice, and explanation. During ED

626- Classroom Research at the University of Alaska Southeast, I researched, “How to Improve Mathematical

Achievement in Third and Fourth Grade Students Using Multiplication Fluency.” This research project has

really shaped the way I think about and teach math because it humbled me and taught me so many things, I

didn’t know about how to teach mathematics. By third and fourth grade, students are developing from the

beginning of math concepts and emerging into intermediate math students. This is when they are introduced to

multiplication and division, as well as decimals and percentages. Over the course of my research, I learned a lot

about teaching with intentionalism, developing number sense, ending ‘learned helplessness’, discussing key

concepts, and the importance of developing fact fluency.

The process begins with teaching students early mathematical concepts and creating number sense.

Creating “number sentences” as a class or in small groups that represent how to add parts to equal the whole is a

great way to introduce addition and subtraction to kindergarteners and first graders. (Van de Wall, Karp, & Bay,

2016) The ability to assign meaning to mathematic symbols is a foundational corner stone one which the rest of

their mathematic knowledge will be based off of. Eric Hirsch Jr. (1996), the inventor of contemporary

intentionalism, is one of the most influential theorists to my research and also emphasizes the importance of

students developing strong foundational skills before moving on. He theorized there is a significant importance

to learning skills that you will readily use, not skills that you do not need or use, and intentional teachers are

always more successful. Its roots are based in the idea that teachers need to give the students the tools they need

to succeed and from there, they will build understanding by using them. When teaching multiplication, I apply

this theory to my approach as an instructor because I want the student to memorize their multiplication facts and

be able to retrieve them with ease and fluency. Although memorization is a useful tool, it is not where the

process ends. In order to fully teach any concept in mathematics, there must be an understanding of the meaning

behind the figures.

meaningful connections between concepts. This can create students who resist learning mathematics. Asking

the right questions during instruction is one way to help the wheels get turning and increase engagement. In

Callejo and Zapatera's (2016) research, primary teachers noted how much more advance one the group of

students with teacher led questioning became than the group that was the ‘control’ and taught a more traditional

way. Teaching using teacher led inquiry, not only can help to develop operational fluency, but also develops

student understanding and reasoning abilities. In the end, critical thinking skills are more powerful than theory-

based research. During my research project, I used group discussions, surveys, and interviews to help the

students establish a more meaningful connection between the multiplication facts they were memorizing and the

higher-level problems they were struggling to solve in class.

During my research, I was challenged by students that had developed a superficial understanding of

multiplication. I knew their understanding of multiplication was one dimensional because of how much they

struggled when asked to multiply multiple digits or divide without using a multiplication chart. The theory of

the “Van Hiele Levels,” revolutionized geometry, but also taught me something else. I believe it’s important to

start students out at the foundational level using visualization and analysis of numerical properties to develop

key concepts, before progressing to teaching about the more abstract properties and laws. After students have

developed their understanding of the basics and are able to define properties, perform fundamental operations,

and connect basic ideas independently- are they prepared to understand the subtle innerworkings of

mathematical relationships in the big picture. Upon reflecting on my research results and analysis, I believe that

I was rushing the students through the material. Three weeks was not enough time to develop the mechanics

behind multiplication, and I should have waited before ever introducing division or other more complicated

computations.

Mathematics is a challenging content area to teach because student understanding hinges more on how

much effort a student gives each assignment than any amount of time or explanation. The theory of learned

helplessness helps to shed some light on this problem when teaching mathematics. “Learned helplessness is
characterized by a lack of motivation to respond, a lack of understanding that responding works, and a lack of

understanding of the response-reinforcement contingency” (Sutherland & Singh, 2004, p.172) The student

population I studied during my research project were learning disabled, and would exhibit the symptoms of

learned helplessness at the beginning of the three week period of data collection for my research. What was

interesting was that by the end of the three-week period, all of the students no longer behaved as if the work was

too hard and had fallen into a routine that they not only enjoyed, but requested, after the research was

terminated!

The challenges of teaching mathematics well are daunting, but very rewarding when the instruction is

meaningfully understood by the student. Teaching with an intentionality and purpose during every lesson is

very important because math is difficult to progress through and there is no need to waste anyone’s time or

energy learning something that isn’t useful. Developing a strong foundation before moving on is also very

important when teaching mathematics because mathematics is a subject that builds off of itself. Developing fact

fluency and encouraging students to continue trying are two strategies that make learning math easier but

having discussions about the concepts behind the procedures is more vital than just memorizing the facts or

steps. Although I learned a lot over the course of my math practicum and research project, I know there is still a

lot to keep learning. As I continue teaching, I’ll use what I’ve learned to refine my techniques and approach

mathematic instruction with an intentionality and a steely determination.

Callejo, M. L., & Zapatera, A. (2016). Prospective primary teachers’ noticing of students’

understanding of pattern generalization. Journal of Mathematics Teacher Education,

20(4), 309–333. doi: 10.1007/s10857-016-9343-1.Google Scholar

Hirsch, E.D. (1996) The schools we need: and why we don’t have them. New York, NY: Anchor.

Sutherland, K., & Singh, N. (2004). Learned helplessness and students with emotional or

behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29, 169-181.

Van de Walle, J., Karp, K., & Bay-Williams, J. (2016). Elementary and middle school mathematics:

teaching developmentally,(9th ed.) New York, NY: Pearson Education, Inc.

Van Hiele, P. (1985). The child's thought and geometry, 243-252. Brooklyn, NY: City

University of New York.