It's Not for a Lack of Effort
July 2024
I
wonder how often I've blamed my students for their lack of success. How often
have I thought, “If only they would try harder?” I’m sure this happens more
often than I admit, and I suspect I am not alone in this. When I move past the initial
frustration stage, I realize it’s not that my students aren’t trying hard to
make sense of the mathematics; instead, I believe it’s that I’m not meeting
their needs. Sometimes, they don’t see the purpose of what they are expected to
learn; other times, they have specific needs that I am not prepared to meet. For
example, there are two specific groups of students who are putting forth much
effort and are still struggling.
The
first is a group of multilingual learners. According to the National Education Association, by 2025, one out of four children
in classrooms across the U.S. will be a multilingual learner. School may be the
only place where these learners may hear English spoken. I think of how frustrating
and scary it must be to try to learn new content in an unfamiliar language. Last
summer, I spoke at a conference in Peru and attended one of the keynote
sessions. The session topic was in English, but I found out very quickly that
the presentation was being delivered in Spanish. Although I had some background
knowledge of the topic, I knew very little Spanish. I decided to stay, and after
an hour of trying to follow along and make sense of the presentation, I was
mentally exhausted. Imagine what multilingual
learners experience all the time. We want to ensure that these learners get the
support they need and are not being told to work harder!
The
second group of students have dyscalculia (whether diagnosed or undiagnosed).
Dyscalculia is a specific learning disability that affects an individual’s
ability to understand and manipulate numbers and number concepts. People with
dyscalculia often struggle with number sense and with subitizing. Not all
students with learning disabilities in mathematics have dyscalculia, but rather,
dyscalculia is a subset. Because they often struggle with quantity and with
symbolic notation, students with dyscalculia tend to work very hard to try to
make sense of mathematics. Again, we want to ensure that these students receive
support and are not being told to work harder!
When
considering how to better meet the needs of specific groups of students, in
this case, those with dyscalculia or multilingual learners, we should look to
those who have devoted their careers to researching and implementing effective
programs, knowing that we can rely on their expertise and experience. Those
knowledgeable education specialists can help us learn about the needs of
students as well as educate us about issues our students are experiencing and
how we might consider addressing those needs. Learning from educators who are
experts in specific disciplines allows me to feel more adequate in meeting the
diverse needs of students.
As
educators, we must continually work to build positive mathematical identities
with all our students, and telling them to work harder will not accomplish
this. Instead, we must learn more about our students’ needs and identify what
we can do differently to better meet those needs. This is often difficult work,
but it’s very important work that must be done through collaborating with
others.
Kevin Dykema
NCTM President
@kdykema