Here is some of the best advice I have heard for Secondary Math Teachers, actually this is perfect for any educator. 

If you want to change the way your students think, then change the way you teach.

A common complaint from parents is that they don't know how to help their child with their math because they "learned it differently". This comment alone makes me realize how poorly math was taught in the past. The math has not changed. What the parents are really saying is "I never understood the concepts at a deep level so I don't know how to help my child." This isn't the parents fault, and I never think bad of worried parents. However, this is a fault of the old system.

With all that said, the majority of teachers were educated with the old math system. So I ask, do we understand the pure mathematics of what we teach? Are their concepts that we struggle with understanding? Now remember, understanding the mathematics of a concept does not mean you have memorized the algorithm. Understanding the math means you know why, and you can explain or even prove the concept mathematically. This understanding is imperative to teaching every level of mathematics. Ask yourself why with everything that you teach. If you don't know why, then take the time to figure out why. Your own level of understanding will reflect in your students.

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Michelle Sigaran

      

     

Having your students engaged in the learning process is important in the middle school math classroom. Creating an active classroom starts with the way the teachers deliver instruction. Is you current classroom environment passive or active?

Passive Classrooms
In passive classrooms, teachers do most or all of the thinking. Students often just sit there in the classroom like a piece of furniture.  Teachers do all of the lecturing, if you're lucky students will copy a few notes in their unorganized notebooks. Teachers often teach using taught algorithms that students need to memorize. Unfortunately these algorithms are without meaning to the students. Teachers assign some practice problems and students try to do the homework and have no idea how to do it. The motivated students will seek help from their parents who often just go through the same algorithm with their student step by step. The more unmotivated students will not do the homework. The teacher then silently labels the student as lazy, and doesn't focus on them as much. A PASSIVE classroom is LECTURES.

Active Classrooms
In active classrooms, the students do most or all of the teaching. The teacher's time becomes that of a moderator and mentor. Students are given tasks where they are meant to discover the math, and perhaps even discover the algorithm. When students discover mathematics, the math has meaning and students will retain a lot better. Teachers guide the thinking of the students to help them make connections. Students are in charge of their learning and own the material. An ACTIVE classroom is QUESTIONS.

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Michelle Sigaran

  

Take Memorization out of Math

Math in the United States has been taught via memorization for decades. Memorize multiplication facts. Memorize addition tricks. Memorize procedures. Memorize songs for procedures. Memorize dances for procedures. I've seen them all, and I've heard good arguments for them all, but I disagree. I am not saying that math students should not memorize, I am saying DO NOT teach via memorization.
     
Teaching math through memorization causes problems for all students. Clearly if a student struggles with recall, and that is the way that the math is being taught...they will not learn. Those who can memorize will "excel" in math up to a certain point. These students will eventually hit a wall and will struggle with their ability to memorize procedures because of the difficulty of mathematics. They have not developed problem-solving skills therefore they suddenly have a very hard time in math class.

Teach Math This Way Instead
So...if you should not teach via memorization then how should you teach? Teach problem solving to the point of understanding. If students can explain the "why" to a procedure then they own the concept. I find that many math teachers don't know the "why". This is a huge problem. Dig into the material and learn it backwards and forwards. You need to own the material before you expect your kids to own it.  Take the time and analyze your math lesson plans. Identify material that you teach through memorization and figure out a different way to teach it. Your students will benefit from your extra work.

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Save these tips and ideas to your favorite classroom Pinterest board. Come back and reference them for ideas on how to taking memorization out of math. 

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Michelle Sigaran