Reflecting on NCSM and NCTM: My Top Two Takeaways
I recently had the pleasure of immersing myself in a weeklong learning journey at my very first NCSM and NCTM conferences. It was incredibly inspiring to be surrounded by individuals who are deeply passionate about improving math education and dedicated to the success of our children. I met educators and researchers who have spent decades of their lives striving to make our education system better. The energy and commitment in these spaces were simply contagious.
I left these experiences with a desire to share the innovative ideas that were shared with others. I have decided to focus on two insights that resonated deeply with me.
Change is Necessary
One of the strongest themes that emerged for me was that high school math, as it currently stands, is not serving the majority of our students. This was reinforced by compelling sessions from Robert Kaplinsky, Steven Leinwand, and Eric Milou, where they presented data-driven arguments showing that the traditional calculus track is only benefiting a small percentage of students—less than 20%, in fact.
Some states have already recognized the need for change and are in the process of opening more doors beyond the calculus pathway for students. The key to engaging students is to provide choices that align with their post-high school goals. States such as Utah, Oregon, Idaho, New Mexico, Washington State, and Ohio are adding more math pathways to support a broader range of students. Importantly, this shift doesn’t take anything away from students who are suited for the traditional calculus path. Instead, these states are offering alternatives like data science and quantitative literacy courses, which are better aligned with the needs of students who aren’t pursuing STEM fields.
As a former high school teacher, I’ve often struggled to answer my students’ question: “When will I ever use this?” The only times I could confidently respond were in Algebra 1 and Statistics. Many students in my Pre-Calculus and Geometry classes would ask when they would ever use the material, for example, those aspiring to become elementary teachers or psychologists. The “best” answer I could muster was, “It looks good for college.” Apart from that, I had to admit that they likely wouldn’t need it in their future careers.
If the current model isn’t working for the vast majority of students, is it time to reflect and change our approach at the district level?
Take a moment to look at the graph above and ask yourself:
- What do you notice?
- What do you wonder?
Adapting Math Instruction for the Future
In an era where calculators, AI, and technology are available at our fingertips 24/7, is it still relevant to teach math the way we did a century ago?
The World Economic Forum has highlighted the top 10 skills needed in the current workforce, including analytical thinking, creative thinking, and a passion for lifelong learning.
Are our current math classrooms cultivating these skills, or are we still prioritizing rote memorization of procedures and symbolic manipulation?
Should we be reflecting on and changing how we approach math education?
Many math educators, including Peter Liljedahl, Jo Boaler, and Vanessa Vakharia, spoke at the NCSM and NCTM conferences about the importance of fostering math identity, student agency, and encouraging student voice. They shared inspiring stories of students who transformed from believing they weren’t “math people” to pursuing STEM fields, simply because of changes in teaching methods and how they were supported in the classroom.
The good news is that we don’t have to tackle this challenge alone. Numerous researchers have shared their findings and resources that can help us shift our practices. There are free tools available online, and many platforms are dedicated to providing better teaching strategies.
In today’s world, students need to think critically, explore multiple problem-solving methods, and feel empowered in the learning process. It’s vital that we create safe environments where students can take ownership of their learning, feel valued for their thinking, and discover the beauty of mathematics beyond computations. However, to make this change, we must also support our teachers. Professional development and ongoing support are essential in helping educators shift their beliefs and practices to better serve our students. If we want to transform math education, we need to invest in our teachers first.
Where Do We Go From Here?
So, what’s next for you? What are your plans, and how can we support you in your process? If you’d like to have a conversation or need any support, please don’t hesitate to reach out to me at kchohan@mciu.org. Let’s keep this important dialogue going.
Resources to Look Into:
Invigorating High School Math by Steven Leinwand and Eric Milou
Building Thinking Classrooms by Peter Liljedahl
Mathematical Mindsets by Jo Boaler
