The end of my second school trimester is coming to a close with my first grade class. A class that began with our kindergarten round up and Wakids family interviews and pre-testing. WOW…It has been almost two years with this same class. A class that I adore and love and wish that I could have one more year with. As this second school trimester draws to a close, pressures of testing starts to mount. I am panicking a little of where my students are at in reading, writing and math. Resources are plentiful for students that are below in reading, however, when it comes to math interventions, they are in short supply for students, families and teachers. I suspect that this is a common problem across school districts based on the fact that the US ranks well below the international average in math based on the Program For International Student Assessment (PISA).

http://www.businessinsider.com/pisa-worldwide-ranking-of-math-science-reading-skills-2016-12

Since my career change into teaching 9 years ago, reading has been a focus of education and little thought has been given to math. Even through my master’s program, I took classes on reading instruction and how to teach reading, however, when it came to math, very little emphasis was given. Historically, school districts have received resources to improve reading scores which includes celebrating one our most famous authors, Dr. Seuss, with Reading Across America. Testing incoming kindergartners mainly focuses on letter identification, letter sounds, and Concepts About Print (CAP). Granted, there are sections of the Wakids test that focus on math concepts, however, these sections are not given the same attention as those reading indicators when it comes to resources.

Why have we not given math the same resources? The same attention? Why is it, we are not celebrating a famous mathematician or have Counting Across America? It is important that early learning educators give the same attention to math as they do reading. Dr. Doug Clements, who is the Executive Director of the Marsico Institute of Early Learning and Literacy at the University of Denver’s Morgridge College of Education, explains that children see the world mathematically naturally and children make sense of their world looking through mathematical lenses. So how do we help students make mathematical gains as Early Learning Educators? According to the National Center for Teaching Young Children, “If progress in improving the mathematics proficiency of Americans is to continue, much greater attention must be given to early mathematics experiences. Such increased awareness and effort recently have occurred with respect to early foundations of literacy. Similarly, increased energy, time, and wide-scale commitment to the early years will generate significant progress in mathematics learning.”

Video link: Why Early Childhood is the Right Time to Start Learning Math – Doug Clements

In order for students to make significant gains in Mathematics, **WE** as educators, need to bring math to the forefront of education, not only an awareness but actual practice. Early learning educators must be purposeful when planning their day and balance the content areas, being sure to give mathematics an equal spotlight. The National Council of Teache of Mathematics suggest that schools and teachers follow these guidelines as they are planning and integrating math:

**Equity:**Excellence in mathematics education requires equally high expectations and strong support for all students.**Curriculum:**A curriculum is more than a collection of activities; it must be coherent, focused on important mathematics, and well-articulated across the grades.**Teaching:**Effective mathematics teaching requires understanding of what students know and need to learn and then challenging and supporting them to learn it well.**Learning:**Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.**Assessment:**Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.-
**Technology:**Technology is essential to teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.

If we are to move forward and help our students become competitive in Mathematics with the rest of the world, **WE**, as educators need to advocate for math in our schools. This is especially true as the students who are entering the education system for the first time.

https://www.naeyc.org/files/naeyc/file/positions/psmath.pdf

**What can you do?**

*Start with a needs assessment.*

As an early learning leader for my district and champion for early learning, I started with a needs assessment. I asked “what do we have in place for math?, What is working in math? What are we missing in math? and what is not working in math?”. Based on the National Council of Teaching Mathematics guidelines, curriculum is non existent. I was working more with a collection of activities that is not well-articulated across grade levels. Therefore, that has become my focus as a teacher leader. I have created a group in my school to start addressing this issue and aligning this deficit so it becomes more than just a collection of activities.

*Be an advocate.*

As a teacher leader we should be asking the tough questions. Is what we are doing in math, best practices? I make it a point to challenge the “status quo”, in everything I do by asking those tough questions. There are plenty of people in this profession that are satisfied with the “status quo”. However, the “status quo” is not necessarily best practices. One of my favorite quotes from a movie is from Jurassic Park, “The world has changed just so dramatically, we are all running to catch up.” This quote particularly applies to best practices in teaching. Help your school or your district or even a colleague catch up by asking questions and educating yourself.

*Educate, Educate, Educate*

Be a participant in your professional growth. Seek out books, groups, social media and research that supports mathematics in schools, especially in the primary grades. This is where the foundation of math is built. Math is happening outside the classroom with, or, without the teacher . Help families see the connections of math concepts and help the students bridge math concepts to their lives giving them real world applications.

### Kenneth Dekker

I believe that the foundation of all learning begins in the home and all students are "OUR" students.Not yours, not mine but OURS.

#### Latest posts by Kenneth Dekker (see all)

- Tool or Teacher? - October 12, 2017
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Debbie Webb says

Thank you for this thoughtful blog. I have just been transferred and will be teaching 6th grade math. The ideas you presented and the need for rigor both hit home for me. As a ELA teacher born and bred, I’m concerned that I won’t do my students justice. You’ve given me a good starting point to begin my transition to an effective math teacher. Keep the ideas coming! I can use all the help I can get!

Joanna Tovar Barnes says

You’re speaking my language with the bullet points from NCTM! Thank you! I feel like after diving into ELA so deeply with my literacy National Board certification I have enough of an understanding of ELA progression and development to shift, tweak, adapt and extend ELA learning experiences. I feel much less comfortable doing this with math and I think it means I need to find a way to do some independent study into the progression of mathematical concepts. Either that or do a math national board certification as well…just kidding!

Erin Lark says

First, I was able to loop with a group of students once and I loved it, and that was middle school! You just get so attached to the learners and their triumphs…it was so hard to let go!

It is always interesting for me to read about the lives of elementary school teachers; the idea of managing that many subjects all day long with one group of students is just awesome, and my hat goes off to you. To top that, you are thinking critically about rebalancing that load in a direction that is lacking the oompf to adequately prepare students in an essential subject. Carina is right, this is an excellent call-to-action for teachers who want to make mathematics instruction a valuable piece of their day and put students’ math abilities at the forefront of their learning.

Rob Marsh says

I do have to wonder (please don’t slap me) if some of it is teachers’ insecurities with math…. Please! Hear me out! I am highly qualified in language arts, social studies and math, so I try to stay up on all areas. However, I can’t shake a memory from my days getting my masters degree. I sat at a table with 5 others. As we were getting to know each other, I asked what grade they wanted to teach. No more than second, I was told by them all. “Oh, really? You love the little ones, huh?”

“Nope. I can’t do fractions.” All of them. It was sad. And, honestly, I was shocked. Hopefully it is not like this at your school.

Hearing you talk about teaching and your passion for math makes me feel much better. We need more teachers like you, confident in their math, and able to share that passion with our students.

And on a different note, while there is some research that reading skills slop over into math, while the reverse is less true, I suspect this is not the main reason we give math the short end of the stick. Money, time and priorities… in the same way reading overpowers math, so does math overpower art and music and drama and shop class (do we even call it that anymore?…

Anyway! Keep up the great work!

Kenneth Dekker says

I wanted to let you know that I appreciate your comment. I see myself as being strong in math, however, it was not until I started teaching Kindergarten that I realized that my understanding was very surface level. Therefore, I needed to educate myself and be intentional about my understanding of math. I think the point is, teachers need to stop making excuses of why they are not focused on math and make it priority by using some of the guidelines that are out there. Thanks Rob

Carina Stillman says

Thank you for this important call to action as well as for the action steps. As a HS ELA teacher, much of my focus is on reading strategies, interventions and curriculum alignment. Though what I have is not perfect, it is so much further developed than that of my HS Math counterpart. It has taken us too long to figure out what to do with math instruction, standards, etc. and our students are suffering the consequences of this time lapse. As a parent of young children who attend school in my district, I am worried for their progress in math. Thanks again for the tangible ideas.