Struggling in math has been my greatest asset as a math teacher. Remembering the pain of negative self-talk while feeling like giving up was my only option…well, math trauma is not easily forgotten. It’s why so many adults, decades after high school graduation, will still tell you they are bad at math. For me, the silver lining to that trauma has always been the ability to relate to my students, and even my own children, when they have math struggles. One of the greatest compliments students and former students have shared with me is that math finally made sense to them when they were in my class.

One thing I’ve never said, and will never say, to my children is that I was bad at math. Even as a new teacher, I asked parents not to say that to their children. Telling your children or students you are bad at math is like encouraging them to quit before they even begin.

Now, I have always told my students and children that I struggled in math. We all understand what struggle means, and the good news is that there is always the possibility of winning in a struggle! Every year, I tell them how I had to stay in at recess in first grade because I could not understand the concept of subtraction. Crazily enough, my teacher had no idea how to teach it in a new way that made sense to me. She tried to explain it repeatedly in the same way…and it didn’t make sense to me for the longest time. I also tell them about how in first grade I received a C in math and it made me feel terrible. I never wanted another C on my report card and made sure I never did again. That desire to make the Honor Roll (I was a middle child and wanted to stand out in some way, and academically was my route) kept me from quitting. Math was a struggle, but I found a way to understand. As early as seven years old, I realized that quitting was not an option. Finding math success was never easy for me, but through my school years, I found what worked for me. This is what I share with my students hoping it will help them, too.

**Addressing the Struggle at the Beginning of the Year**

First week of school when I say the word “math”I look around to see who dreads the very word itself. It’s not just about reading expressions, but I look for patterns of misbehavior and any kind of drama that might commence when that dreaded word is spoken. I always begin the year assuring my students that if they stick with me and trust me, as their math teacher, I will not leave them behind. I have promised that to my students for years, and I mean it with every fiber of my being. I explain that when they don’t quit, math can be fun like a puzzle.

What does it take to help children dig into math when they want to check out? *It takes patience and time to do it to do it to do it to do it right, child, I got my mind set on math, I got my mind, set on math…*

All singing aside (remember He gave me a melody *wink wink*), in a whole group lesson, the ones who get the concept easily, I normally allow them to begin the assignment and do it at their pace. The students who have questions stick with me and the ones who are lost become a small group.

**What does helping kids through math struggle look like?**

Sitting next to a child who struggles is important. That nearness factor makes a difference. They know I won’t ignore them or allow them to pretend to work when really they are just doodling or trying to look busy. See, by the time they reach fifth grade, they’ve pretty much given up. They don’t want the attention! One of my students, who was desperately struggling, knew how to look busy, so sitting next to me kept him from trying to con me that he was actually trying to solve problems. He definitely tried to trick me, but I called him out. A few more times like this, and he knew I meant business. He stopped trying to look busy and started attempting the problems before him. Just attempting…finding a starting place to solve is huge when you struggle in math. I remember this from my own childhood.

When students have progressed to where they begin solving problems more easily, I still encourage them to ask for help, but I do not let them come to me unless they have attempted the problem. I can ask them, “What do you think you are going to do here?” or “Where do you think you should start?” They are so used to struggling and the teacher just giving them an answer that they often ask before even thinking about how/where they should begin. Getting them to dig in and try to understand the problem is foundational in developing grit and sticking with the problem. When solving math equations or word problems, it’s truly important to have a place to stick information to, so beginning the problem and attempting to solve it gives them something to add or learn from. If they don’t think through this first part, a teacher’s lesson is like throwing darts into the dark without any specific target that will reach their students.

I also coach my students while giving notes. At some point, they may stop understanding. I coach them to keep taking the notes I give them, but make a note to themselves that this is where they have stopped understanding. Again, I learned this from my own struggles. In fact, in my Algebra one course when the teacher was finished with the lesson and asked for questions, I was able to ask my questions clearly. To do this well, I had to turn off my negative self-talk. If I allowed my negatiave self-talk to take over, the only thing I heard from that point on was me telling me how stupid I was and how I was the only person not understanding. In place of negative self-talk, I encouraged myself to take a deep breath and remind myself that even though I didn’t understand the concept just then, I knew I would eventually if I didn’t shut down. That allowed me to keep paying attention and sometimes even cleared my confusion. When I shut down, this wasn’t possible.

Something else that helps students is allowing them to talk about patterns they notice. Whether they struggle or not, when they notice a math pattern, letting them talk it out with the rest of the class will help everyone!! Worst case, it’s also a way a teacher can help clear up misconceptions early on. The best math teachers for me were my peers. Sometimes students identify specific items that make a world of difference for their peers. My son is in third grade and has a more natural way of understanding math than his older sister. Whenever he notices a pattern, he stops and we have an entire conversation about it. He truly amazes me. We can, and should, help our students learn the patterns because often times when they figure it out for themselves, they feel more confident and the knowledge isn’t dumped after an assessment. My son talking about the patterns he sees also helps his older sister and younger sister think through that math pattern, too. That’s a win!!

**It’s a Journey**

For students who struggle in math, it is an emotional journey. When teachers stop and say, “I know you are struggling, and I’m here to help, and I won’t go on until you understand,” it’s a balm for our students’ insecure nerves. When they are fifth graders coming to me, they usually have three to four years of feeling left behind. Hoping to help my struggling students, my mindset is firm that their struggles stop with me and I do all in my power to get them to grow and decrease any learning gaps.

Over time, I have developed the wisdom necessary to see when students quit before even trying or when they are totally overwhelmed. It’s important to know the difference because both situations require different responses. The quit-before-trying-learner needs a firm reminder of not giving up and figuring out a place to start, while the overwhelmed learner needs to know they can take a break or use another method to help them.

Helping students dig into math struggles is such a beautiful way to help them learn perseverance and purpose. When they decide to lean into the struggle, they form a mental confidence that can’t be stolen from them. Can you see how facing their insecurity in math can help them in other areas of life, too? Having a teacher who will go the whole distance means everything for these students, and many times, changes a negative academic course into a new path of learning and goal setting! I have seen the glory! I have seen the joy of confidence from the same student who broke down and cried with me at one point. So yeah…when my students have told me that my fifth grade class was the first time math made sense to them, I feel like I’ve earned an Oscar!

**Resources **

Have you heard of the book written by Alice Aspinall called **Everyone Can Learn Math**? Recently, I read it with my five children and it sparked great discussion. My oldest, who is currently in fifth grade, found the main character, Amy, very “relatable.” Amy feels the math struggle deeply and so does her mom! I would recommend this book for every parent and educator to keep in their home or classroom library. I know we will be pulling it out to reread a lot. It’s also a good way to combine your academics. Author, Alice Aspinall also recommends **Adding Parents to the Equation** by Hilary Kreisburg and Matthew Bayranevand.

Also, have you heard of Nearpod and Flocabulary? When I went back into teaching public school a few years ago, they were the first technologies that I implemented in my lessons. My students and children love it. They can be personalized or differentiated for the different level of learning going on in your classroom. These resources are engaging and will definitely make a difference in small group learning. The coolest part is now they are together!!!

Before Christmas, I went to the Anchorage Barnes & Noble and bought some new books by Jo Boaler in hopes of helping me grow in teaching and understanding the math struggle: **What’s Math Got To Do With It**, **Mathematical Mindsets**, and **Limitless Mind**. There is another book called** Math Recess: Playful Learning in an Age of Disruption **by Sunil Singh that I hope to purchase and read. All of these books, and both of these authors, are mentioned frequently when the topic of math struggles come up–and they do frequently! We can also Google their videos!

What are resources that have helped you? Let’s work together to help our students learn through the math struggle!