Sparking a Young Learner’s Interest in Math

Connecting abstract thinking to real world applications—or put another way, “keeping it real.” If you are a math teacher, this is a challenge that you are likely to face every day in your classroom, especially when working with young learners. Some learners may become frustrated when trying to learn math because it is presented to them in a way that does not seem relevant to their lives. This frustration can easily turn into a fear of math if it is not addressed early on. Other learners may feel that the subject of math is boring—nothing more than memorizing multiplication tables. Memorization of basic numerical operations is important, but that is just one small part of math.

One of the most effective ways for a teacher to help students overcome the learning obstacles described here is to show them how they already use math in their everyday lives. For example, a child at home might help with cooking by measuring out ingredients listed in the recipe. Or a child might look at the clock to see how much time is left before lunch or recess at school. These examples can help young learners recognize that math is everywhere with everyday applications in the real world. This can go a long way in sparking a student’s interest in math. Theresa Wills, associate professor in the Elementary Education, Advanced Studies in Teaching and Learning, and Mathematics Specialist Leadership Programs in the School of Education at George Mason University, shared her thoughts on how teachers can instill a love for math in every young learner.

Show students how mathematics is strongly connected to other interesting subjects.

Educators can nurture a student’s interest in mathematics by finding meaningful ways to bridge it to other topics or subjects that the students may care about. For example, a teacher could ask the students in the class to think of a solution to a real-life problem such as, for example, how populations of certain wildlife have been affected by loss of habitat. An assignment of this type would require students to use math in determining the numbers and extent to which populations of certain animals in the wild have declined over a specified period of time. The students could construct graphs that would provide a visual portrayal of the data they collected through their research. The project described here illustrates how a teacher can make math more relevant to young learners by demonstrating its strong connection to other subjects in which they may have an interest.

Educational games can make math fun!

When it comes to teaching mathematics, there are many fun games available that educators can use to help young students gain proficiency in numerical concepts such as geometric shapes, patterns, number progressions, data literacy, equations, and comparisons. By using high-quality educational games specific to the study of math, teachers can transform a child’s perception of math from being a subject that is abstract and hard to understand to one that is fun and enjoyable. There are a variety of educational games that can also help children develop the ability to think strategically. This can serve as the foundation of problem-solving in their study of mathematics throughout their academic career.

Technology as a Math Teaching Tool

In addition to educational games, there are many digital apps and online tools that can help teachers present mathematical concepts to their students in a visual form that may be easier for young learners to understand. Many of these digital apps are interactive, have “click and drag” features, and encourage the engagement of students with one another.

Tips for Math Teachers

Math teachers, especially those that are new to the profession, often ask for tips that will help improve their teaching methods when working with young learners. Educational experts say the answer is straightforward. Allow your students time, be patient, and let them have a “productive struggle” where they are allowed to make mistakes. Those mistakes enable students to reflect and revise their thinking, which is an important part of learning. Students should be allowed to discuss the reasoning by which they derived a solution to a problem, even if the solution turns out to be incorrect. The teacher might ask a student whether the question posed in a math problem resembles something they might have solved in a previous math assignment. This will help students recognize similarities and connections across different math concepts which can enhance their ability to handle rich mathematical problems of increasing difficulty.

To learn more about degree offerings in Elementary Education, Advanced Studies in Teaching and Learning, or Mathematics Specialist Leadership, within the School of Education at George Mason University, please visit the program websites.