Challenges of math education are worth the effort

A Spectrum, by P.T. Chang

Math has always been a high-anxiety subject for many people. Students haven't changed much in the more than 20 years I have been teaching college-level mathematics courses. There are many similarities between then and now. For example, 20 years ago, students complained that they didn't know how to do math.

Most of the students didn't have calculators then, because calculators were too expensive. Now students depend on calculators, but they are still complaining that they hate math and numbers. Even though they have calculators, they still have difficulties with math. I tell my students the best calculators -- the million-dollar calculators -- are your two hands. Students have to learn mathematical processes by using a pencil and paper, rather than depending on calculators to do their "brainwork" in math.

Why study mathematics, anyway? A National Council of Teachers of Mathematics publication summed it up pretty well when it said, "Mathematics is a gatekeeper for success. Students who continue to study mathematics develop skills to solve problems, analyze data, and use technology -- the skills most highly prized by employers today."

In a rapidly developing global economy, scientists are transcending national borders to solve common problems shared by all people -- not just Americans. So U.S. students who study math and science in their local communities can easily become part of a larger international community when they speak mathematics and science.

For the past decade, teachers have mostly been concerned with only the right answer. When students use a calculator to get the answer, they often can't tell me the reason or process for finding the solution. Personally, I give full credit for a computation if the procedure is right but the answer happens to be wrong because of hand-written errors. A passing score does not always indicate mastery of a subject. Students' minds are too precious to waste; we need to teach them how to logically solve problems.

Even with the changes and similarities during the last 20 years, teachers are still the dominant force for learning, but I believe we must redefine our role. One of the most important roles for a teacher today is to be a co-learner in the process of learning.

Rather than emphasize the more traditional role of being an authority figure, akin to the Middle Ages, teachers must become a "facilitator" of learning. This is especially true for math educators, who should be called upon to be "counselors" in math-anxiety sessions with mentally anguished students and "coaches and tutors" in remedial courses. It is vital that teachers are always positive and constantly encourage students. One of the ways I do that at Mat-Su Community College is through our Math Club and its Math Anxiety Bill of Rights, which assures students that it's all right to be nervous about math.

Math anxiety, which is partly an American cultural myth, has a negative effect on mathematics performance. Alan Greenspan, chairman of the Federal Reserve, said that any strategies that increase a student's confidence in their mathematical abilities are likely to have additional benefits in terms of their achievement.

What a difference in attitude from the instructions I received from a senior professor when I first started teaching. He said, "Fry your class on their first test so you weed out the drop-outs early in the semester!" I am glad I didn't take his unproductive advice, which only chases students away from the subject.

Testing should not necessarily be about measuring what a student has learned as much as about determining the student's areas of weakness so the teachers can provide adequate and appropriate instruction. Re-testing, with the expressed goal of mastery of the subject, is another solution I apply to apprehensive students. A full majority of students in a recent remedial class concluded that re-testing provided not only a chance to learn material they considered out of their reach, but also reduced their testing anxiety.

Re-testing refocuses the emphasis from a punitive measurement of points to an indicator of strengths and weaknesses. Whether re-testing should be implemented and extended to other areas or subjects besides mathematics should be entirely dependent upon the individual teachers' philosophy. But, since I believe that teachers have the absolute power to teach, I believe that any method that helps a student achieve success is the best and most effective method.

On the same theme, 20 students should have 20 different times for a timed test. Timed testing to penalize and to create anxiety shouldn't be a factor in the learning equation.

My philosophy is that I am responsible for helping students succeed, that I am responsible for providing a relaxing and nourishing atmosphere, and for having an open-entry system that promotes tutoring.

Educators have to take responsibility for teaching. Inherent in that responsibility are many considerations and distractions. We have to modernize, up-grade rapidly, and improve our school environment. When we teach we are creating and shaping the future of our society. In one way or another, taxpayers are paying for the education of our children, so let's give them their money's worth.

The UAA Mat-Su College Math Club Math Anxiety Bill of Rights:

I have the right to learn at my own pace and not feel put down or stupid.

I have the right to ask whatever questions I have.

I have the right to need extra help.

I have the right to say I don't understand.

I have the right not to understand.

I have the right to feel good about myself regardless of my abilities in math.

I have the right to evaluate my math instructors and how they teach.

I have the right to relax.

I have the right to be treated as a competent adult.

I have the right to dislike math.

I have the right to define success in my own terms.

Dr. P.T. Chang is a professor of mathematics at the UAA Mat-Su Community College. The national Carnegie Foundation recently named him the Alaska Professor of the Year.