Let me say something that may surprise you: math isn’t the problem.
The real issue is how we talk about math, how we teach math, and how we limit our kids by labeling who is or isn’t a “math person.” I teach Algebra I and we’re doing our kids a disservice when we treat math as a talent you’re either born with or not.
This April, during Math Awareness Month, let’s shift our view on math to what it truly is: a language of problem-solving, patterns, and possibility. If we want California’s students to compete and thrive, especially after the disruptions of the pandemic, we must reframe how we approach math in our classrooms and our homes.
In California, student math performance remains below the national average. The National Assessment of Educational Progress (NAEP) scores show that only 23 percent of the state’s eighth graders are proficient in math. That means more than three out of four students are struggling, and many haven’t caught up from COVID learning loss.
This doesn’t have to be. These numbers don’t reflect what our students are capable of. They reflect what needs work: how we empower parents, train teachers, and equip students with tools that go beyond formulas and worksheets.
In my class, we “play” math. We experiment. We make mistakes on purpose. We look for patterns and try again. Most importantly, we embrace that moment when the lightbulb goes on—that “aha!” moment. It’s a wonderful feeling that positively reinforces tenacity. That’s when math starts to make sense.
I’ve witnessed this daily in my class, where I interact with students who’ve been told, directly or indirectly, they’re “not good at math” and have internalized that label. But when you shift the focus from getting the right answer to understanding why something works, the pressure lifts and confidence grows.
At CAVA, where I’ve taught for 12 years, we work closely with families, and we tell parents this: you don’t have to love math to support your child. You just have to talk about it differently. Consider avoiding comments like “I hate math” or “I was never good at this.” Your child is listening. Instead, say things like “Let’s figure this out together,” or “It’s okay to make mistakes. Mistakes help us learn,” or even “Explain this to me. Teaching is a great way to learn.”
Read the full Op-Ed: Math Isn’t the Problem. It’s How We Teach It.
