Helping Kids See the Value in Building Math Skills

Every educator has heard students ask, “Why do we have to learn this?” To help students see the power of learning math, we connect their identity as a mathematician to the real world. We call them “mathematicians” and encourage them to reflect on their habits and thinking. We also have them study mathematicians. In doing so, they discover that while mathematicians share core traits like problem-solving and creativity, their paths, contributions, and cultural backgrounds are incredibly diverse—we harness the literacy curriculum concept of windows and mirrors and sliding glass doors for math, which deserves that lens, too.

Share Biographies About Mathematicians

Mathematicians dive into math content standards daily, but engagement plays a significant role in terms of whether the content sticks. Providing students with the opportunity to explore the lives of other mathematicians sparks curiosity, develops perspective, and increases student motivation. To launch this “Same, but Different” task, students studied the following biography picture books that were displayed around the classroom. 

• The Boy Who Loved Math: The Improbable Life of Paul Erdos, by Deborah Heiligman, illustrated by LeUyen Pham
• Grace Hopper: Queen of Computer Code, by Laurie Wallmark, illustrated by Katy Wu
• Blockhead: The Life of Fibonacci, by Joseph D’Agnese, illustrated by John O’Brien
• Caroline’s Comets: A True Story, by Emily Arnold McCully
• Nothing Stopped Sophie: The Story of Unshakable Mathematician Sophie Germain, by Cheryl Bardoe, illustrated by Barbara McClintock

The gallery walk of the different texts provided a chance for students to choose a mathematician whom they connected with the most. Students gained perspective by looking at all of the mathematicians, but the hope was that they would see a reflection of themselves when they looked through the text. They glanced through books looking for key words or illustrations that resonated with them and became excited when they felt a connection or empathy for the mathematicians on display around the room. One student chose to further study Grace Hopper because she noticed that they were both female mathematicians. Another student chose to further study Paul Erdos because they both had a unique last name. 

Once each student had chosen a mathematician for further study, they read the text with a group of students who also chose the same mathematician. Each student was given a pack of Post-its to jot down notes about the connections they made with the mathematician in the text. Students had the autonomy to choose how they took notes while they were on the hunt to identify similarities or differences between themselves and the mathematician they chose. As students read the text as a group, they made connections with one another and strengthened our own math community.

Displaying the Connections

Through this research task, the students were mathematicians, readers, writers, and creators. It’s crucial for students to know that a mathematician is so much more than someone who just solves problems quickly. By studying a biography through a lens of connection, students reflected on the impact that mathematicians can make on the world. This act helps them to build their own perspective one connection at a time. 

The next task for students was to display how they were similar to or different from the mathematician they chose. Students spread out their Post-its with all of the connections they wrote on them and decided how to display their connections on their poster. Each poster included an illustration that represented the mathematician, their similarities to and differences from the student, and specific math words that were connected to the mathematician.

For example, one student decided to further study Scottish architect William Playfair and read the book Lines, Bars, and Circles. After reading the book, he included key words such as “graph” and “data” listed on his poster. That same student connected with Playfair by stating, “William and I both love art, but he draws graphs as his art, and I draw people. I wonder how I can draw more math concepts?” That student looked at that text through both a window and a mirror. He not only reflected on himself, but also on Playfair’s perspective of the excitement behind drawing graphs and collecting data.

To share their final posters, students all sat in a circle and listened as their peers presented the connections they found. Students sparked discussions with one another, making and finding connections through others that they wouldn’t have thought of themselves. As the students listened to each other share, the math community grew—building on the connections being made. This activity also motivated students to engage in future math activities, knowing that they were based on the inventions and ideas of the mathematicians they had read or heard about. The names of the mathematicians studied were mentioned and referenced throughout the whole year. 

When students can see themselves as mathematicians and connect math learning to the real world, their engagement and sense of purpose grow. Linking classroom math with real-world experiences, we help students grasp why their learning matters.

To extend these ideas in your own classroom, here are a few approaches to try: 

• Same, but Different: Use this structure across math concepts, encouraging students to compare and contrast visuals, procedures, and problem-solving strategies. Highlight the power of noticing both similarities and differences in mathematical thinking.
• Literacy Connection: If students are studying biographies or a particular time period, consider bringing in the stories of mathematicians from that era, bolstering cross-curricular connections.
• Spotlight a Different Mathematician: Each month, schoolwide, you can reinforce the idea that mathematicians come from a variety of backgrounds and experiences.

Mathematicians deserve time to reflect. Noticing the similarities and differences they see in others can have a powerful impact on their identity.