The Ghost of Mathsmas Past

I have an exam tomorrow morning. It will be the first exam I’ve sat since 2008 or 2009, probably. And it’s for maths. Ok, no, it’s not a “maths exam” as such; it’s for a course about how to teach maths to primary school students. In case you missed the memo, I am in fact studying primary education, so suddenly I have to know about easy things like addition and subtraction, and less easy things like algebra and how to teach children to count. Can you even conceive of a time when you didn’t know how to count? That was a thing. That’s a thing lots of people are good at teaching to small children. That’s a thing I’m being examined on tomorrow morning. So given that my brain is completely consumed with studying, I’m not really in a place to write a blog about anything else. NO DON’T LEAVE. This isn’t a post about maths, honest, it’s a post about changing your opinons, and how weird that shit is.

To give you some context, I’d like to take you on a little journey back in time. The year is 2005, and yours truly is standing in a jewellery shop in Indooroopilly Shopping Centre, Brisbane. Teen Lizzy is wearing a school uniform and is excitedly looking at a pink love heart pendant. The shop assistant asks if it’s a gift or for Teen Lizzy. “It’s for me,” she says, “it’s a present to myself for finishing maths forever”. That’s right, I had just come from my Grade 12 Maths A exam, and I had walked up to the shops and bought myself a necklace because I deserved it, apparently, for having survived 12 years of mathematical torture. And because I genuinely thought that 1. pink love heart pendants were cool and 2. I’d never have to do maths again. Bless.

I mean... to look at me... it's actually quite surprising I wasn't any good at maths. #nerd4lyf

Skip forward a couple of years, we’re in a university exam hall, and I’m feverishly writing answers that look remarkably like maths onto an exam paper. Having chosen a minor in Psychology, I had accepted that yes, unfortunately I would have to endure one semester of first year statistics. I regurgitated as much as I could onto the exam paper before walking out and promptly forgetting everything. As I continued through my psych minor, I fudged and guessed my way through any statistics part of my essays and hoped no one would notice.

I was one of those people who bitched and moaned about mathematics, who claimed it had no use beyond the basics, who behaved like I had some kind of number-based dyslexia (which is actually a thing by the way, but I don’t have it). But the reality, of course, is that I have used maths every day of my life. The day I bought that pink love heart necklace I would have mentally calculated if I had enough money to cover it, would have thought about how long I had until my bus left, or how many marks I had hopefully gotten on the exam to get the overall grade I wanted.

But now, I am enamoured with it. One semester studying this course has completely changed my mind about maths. I see now that it is a universal language, that is important, even that it can be beautiful. And I also am coming to understand why I have struggled with it for so long. The main focus of this course is on teaching maths for understanding. Not just teaching the multiplication table, but actually teaching strategies for multiplying, for making sure kids actually understand what they are doing when they multiply, or divide, or find common denominators or translate equivalent fractions. Some of my teachers taught like this, but most didn’t. So once maths got beyond the realm of basic concepts and memorising, I had zero skills in my arsenal to cope with the bigger stuff.

I think *because* I have struggled for so long with the subject, I feel really empowered to do better by my future, hypothetical students. Because I know how embarrassing it is to stand at the checkout and have no idea how much your third of the share house groceries should be, I want to make sure that no student of mine has to experience that. And because I have so drastically changed my mind on this topic, I want to empower young’uns to feel good about maths, to feel like it is just as fun as science, just as interesting as English or history. I want them to feel like that always, so that instead of struggling through maths education, they’ll flourish. I want to give students the most positive maths foundation possible, so that they can be much, much better at it than I ever will be.

Ms. King out.