How can math be made more interesting for students? #dyscalculia

Math is interesting.

You might want to argue with me, and I understand. Personally, I had not yet discovered this fact in fourth grade, when my teacher focused on hammering down math facts and otherwise shouting at our class. In fact, I’m pretty sure I first truly realized it some time in college, when I was long past the possibility of going into the field of study.

Now I’m a teacher, and it’s my mission to prove to kids how beautiful and interesting math inherently is. It touches everything.

That’s why I get as bothered by the question, “How do we make math more interesting?” as David Patterson in this article, who calls the question “borderline insulting.” Math is interesting already. The point isn’t to make it anything but to draw students into this already incredible realm called mathematics—and simultaneously to prove that this “realm” is actually just the everyday world around them, functioning as it always has.

So how do we do that? These teachers express a few of the many and beautiful ways of opening the fascinating world of mathematics to students. If your child with dyscalulia (or any other disorder) has not yet discovered how interesting math is, take a look at what these educators say.

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How can math be made more interesting for students? #dyscalculia

By Kara Skarda