A couple of weeks ago someone asked me to explain the most challenging aspect of teaching math to students of any age. She said she is not a math person and as a result always struggled with it. Perhaps she wanted to know what I find most difficult about teaching students that might have been like her. For years, I have been asked variations of this question. “How do you do it?” “What do you do with students that are just not meant to do math?” “Why do you do it?” “Is there a secret for teaching math?” The list goes on and on. If you are a math teacher, surely you have heard dozens of versions of the same inquiry.
I believe every person is meant to be a math person. In fact, I believe this so wholeheartedly that I look forward to working with the students that people believe are the most difficult to teach math to. I look forward to the cases where the uphill climb is the steepest.
It was in circumstances like this where I began to discover something very interesting. I discovered that all people are wired to reason and use logic every single day of their lives. People are constantly running complex algorithms in their mind to make decisions and conclusions in situations with friends, dealings with family, scenarios in sports, and many more challenging and high pressure contexts. Essentially, people are practicing and getting tested in the fundamental skills of math every single day.
Lack of reasoning and logic ability are not the problem. The problem is how do we leverage math, which is a simplified version of the complex algorithms we face on a daily basis, in order to continue to build our ability to evaluate, analyze, and make complex decisions? And related to that, how do we take our existing reasoning and logic ability and apply it to learning math successfully? Continue reading →
Students walk in for 8th grade math class on Monday morning at 10am. They are scheduled to have a test on linear functions that day. There’s a camera in the front of the classroom that scans the room and notices Linda and Emma are not in class at the start time. It scans again 5 and 10 minutes later and still no sign of Linda and Emma.
This camera isn’t just any camera, it is powered by IBM’s Watson or another artificial intelligence system and it is connected to the teacher’s calendar, the grade-level calendar, and the school calendar. It immediately knows by cross-referencing all calendars that there was a test scheduled for that day and that Linda and Emma will need to schedule a make-up test. Since the AI is also connected to Linda and Emma’s class and extra-curricular activity calendars and cross references their availability with the teacher’s availability, it knows that Tuesday between 2-3pm and Wednesday between 3-4pm are the optimal times for a make up test. Taking it another step further, it also looks into the room schedules and knows which rooms are available during those two time slots. Next, the AI sends out emails to the teacher, Emma, and Linda to offer the two optimal make-up test time slots in a format where all the students have to do is click on a link or button to select one of the two time slots. This action automatically creates calendar entries in all parties involved, books the room, and sends out a reminder 1 day, 12 hours, 1 hour, and 15 minutes before the scheduled make-up test. Continue reading →