Memo #6 Language and Learning

Mathematics and language have an interesting relationship. Students come into the classroom thinking that numbers and symbols have nothing to do with the way they read, write, listen, or speak. Brenner disagrees and claims that "learning proceeds most effectively in a social context." This means that students understand the most when the problems they read are real, the answers they write are meaningful, the explanations they give are effectively spoken and received by their peers.

The most learning happens in this last state, where student have to think about their thinking, and in turn express to others how they approached a problem. This meta-cognition reinforces the ideas that they are developing, and thus helps students retain the information they are learning. Unfortunately many of our students are suffering in math class because they don't understand the importance of the process and not the product, or because they don't have the means to communicate effectively.

I went to the Teaching for Social Justice conference in San Francisco and had the pleasure of participating in a workshop given by a past classmate, Rick Barlow. He thought it was so important that students start talking about math that he implemented sentence frames and other scaffolds so that they could find power in their voice and start becoming a valuable member of his mathematics classroom. At first they treated it like a joke, but at least they were talking about it. Not only were they talking, but thanks to his scaffolds, they were using the academic language that we often try so hard for students to acquire.

While each group of students is different and should have their unique needs addressed accordingly, I really enjoyed Rick's suggestions and am thinking about incorporating this idea in to my own classroom one day. Until they are comfortable enough to do it on their own, taking baby steps to get to mathematical language competency is sometimes enough. Especially for those who have gone silent for so long...

Dear Future Self

Dear Jacki, I hope you haven't burnt out by now, because I sure am having a hard time staying motivated. I know you will be great because you have always wanted to teach children. Most importantly I hope that you remember WHY you wanted to teach. Because everyone says they aren't good at math, because you felt bad that they were robbed of all the joys that is problem solving, and because if you were really good at it, why can't they be too. This passion has developed in the past few year into something that is more about equity. Not only because you are frustrated that you are surrounded by individuals that don't know how to solve simple problems, but also because these problems would be made easier if they had the problem solving strategies which make you not only a competent mathematician, but a viable citizen, and member of a community (whether it be your cohort, house, or classroom). I want my students to be successful in mathematics, but most importantly I want them to be successful in life. I want to hold them to a higher standard. No, you can't just give up on that problem because it doesn't look like the ones you have already done. No, I will not give you the answers because it's too hard. No, we will not be taking a break, your time here is precious. But I can tell you this, you aren't alone. I will support you. I will give you my best each and every day. I will respect you as a valuable member of our classroom. These things I want my students to know, and know well. Life isn't easy. It isn't even fair sometimes. But if I can help it, I can make a difference to help give the next generation a fighting chance. Fighting chance at what? For some it's a fighting chance for life, others it may one day be the fight to cure cancer, or maybe something in the middle: the skills we need to get by day to day. The curiosity to think of new ideas, and the competence to follow them through. That's all I want. Talk about a long list of expectations. Well... Goodluck then. See you in 10 years. Love, Jacki