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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

case at the onset of this study.

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
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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

misunderstandings and deficits proved to be a successful technique.

By relating mathematics to real life, teaching for conceptual understanding, and

providing directed instruction for the individual, the teacher team in this case study was able to

increase the motivation and performance of the target student.

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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

problem‐solving beliefs, and academic performance of middle school students. The

Elementary School Journal 105 (3). Retrieved from https://doi.org/10.1086/428745

Taylor, E. (2014). Spending more of the school day in math class: evidence from a regression

discontinuity in middle school. Journal of Public Economics 117: 162-181. Retrieved

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

Learning Disabilities 37 (1). Retrieved from

https://doi.org/10.1177/00222194040370010301