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There are three essential truths about successful mathematics education. First, teachers
must relate the subject matter to real life. Math isn’t abstract, and it shouldn’t be taught that way.
Second, teachers must teach to the concept. Understanding math doesn’t hinge on the ability to
get the right answer, it hinges on the ability to understand the process of getting answers. In
order to be effective, teachers need to have a wide and thorough understanding of the math they
teach (Hill, Schilling, & Ball, 2004). Third, teachers must provide a diversity of ways for
students to experiment with math. Students are individuals, with individual needs, strengths, and
interests; they should be taught as individuals. This case study demonstrates how, with attention
to these three tenets, a struggling student can make progress with mathematics, even over a short
period of time.
Students’ beliefs about math’s usefulness are accurate predictors of their academic
performance (Schommer-Aikins, Duell, & Hutter, 2005). Many students are not trained to
associate math with work and ideas outside of the subject in school. As a result, math is often
seen as an abstract and useless task, leading to unmotivated and uninterested students, as was the
Additionally, the transition to middle school itself is often associated with a drop of
motivation for students (Midgley & Urdan, 1992). However, with attention to practical
applications, the student in this case study was able to connect math with his life and interests
which made math more interesting and accessible to him and motivated him to perform better in
the subject.
Mathematics education has changed dramatically over the last half-century, oscillating
between highly publicized educational policy statements, trends in mathematics research, and
theories of learning (Woodward, 2004). While these developments have added to the canon of
MASTER’S PORTFOLIO: BRASHAR 2
math education (some more than others), they have also at times conflicted with one another. A
modern educator must not only be aware of current methods, policies, and research, but they
must understand the sometimes-tenuous relationships between these complex influences. As the
way math is taught has morphed, teaching methods have become more nuanced. In this case
study, I approached math teaching with the belief that understanding root concepts is the key to
mathematical success, so the focus is on remediation to help shore up the students’ deeper
understanding.
In math, as in every subject, students must be approached and taught as individuals with
varying needs. Of course, more time spent on math, especially remedial math, increases math
achievement (Taylor, 2014). However, the quality of that time is also crucially important for
student success. In this case study, one-on-one time working with the student to tackle
providing directed instruction for the individual, the teacher team in this case study was able to
References
Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics
knowledge for teaching. The Elementary School Journal 105 (1). Retrieved from
https://doi.org/10.1086/428763
Midgley, C. & Urdan, T. (1992). The transition to middle level schools: making it a good
experience for all students. Middle School Journal 24 (2): 5-14. Retrieved from
https://doi.org/10.1080/00940771.1992.11495161
Schommer‐Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical
Taylor, E. (2014). Spending more of the school day in math class: evidence from a regression
from https://doi.org/10.1016/j.jpubeco.2014.06.002
Woodward, J. (2004). Mathematics education in the united states: past to present. Journal of
https://doi.org/10.1177/00222194040370010301