At CRA, we believe in respecting the student’s emotional health, leveraging trust to overcome trauma, and allowing students to grow at their individual pace. We do not neglect core subjects, but rather than repeat old approaches expecting new results, we innovate to find avenues that unlock joy and a love of learning.
E shared in his Comfort Zones on the first day of CRA that Math sometimes makes him feel panic. However, he made a clear note that “Math Theory” was a stretch but ok and it was specifically performing calculations that cause him to feel panic. He also clearly indicated that not all math makes him feel this way, in fact he really loves Area, Perimeter, and Volume. (each were recently mastered accomplishments).
First off, it is a testament to E’s self awareness that he can perceive his relationship with math with such detail. His ability to verbalize these feelings in a way that provides direction for his learning experience is a gift.
As an educator focused on giftedness and twice-exceptional needs, I knew that navigating this relationship with Math in a way that honors his individual needs while also supporting him to grow was going to take some creativity of my own.
E is profoundly gifted in his theoretical understanding of complex mathematics. He instantly grasps concepts such as dark matter, black holes, and spaghettification in astrophysics. He conceptually understands exponential equations, fractions, and algebraic number theory. When performing tasks of interest, he is comfortable using math to solve his challenges be that pixel calculations for icon creation, saturations in color mixing, measurements in his 3d home designs or probability in marble runs. He uses math with ease.
But, when he hears the four letter word “M-A-T-H,” his anxiety is immediately triggered. At some point in his past, “math” became associated with worksheets, speed, and “right or wrong” answers. For E, this results in simple computational math questions becoming gigantic struggles. From what I can tell, the root of this struggle is in processing speed. He feels pressure to answer the question but knows that in math, there is only one correct answer to something as simple at 4+3. His biggest fear is getting the answer wrong. His need to answer quickly on the spot, with accuracy paralyzes his natural intuition. The presence of a worksheet with numerous problems and the assumption that the work will be graded leaves him unable to think clearly enough to approach a single problem much less complete a page. His body becomes heavy with exhaustion. The presence of educational software that associates timed entry with simple math and juvenile rewards with each answer again add pressure and discomfort, which has resulted in him avoiding all educational programs.
One might ask, well where did this struggle originate? While will never know exactly, my belief is that it is tied to his perfectionist tendencies. We see this a lot with students who tend towards perfectionism - the standard math experience at schools can lead to school-based trauma. He knows that he is smart and yet he is never quite as quick as the other kids in class shouting out answers. Despite that, when he feels no pressure, he can rattle off complex math with astounding precision that leaves the other kids in the class trying to understand even the terminology he is leveraging. But, any hint of pressure, be that a waiting audience, a timed test, or a graded assignment pushes him into a fight or flight state therefore shutting down his ability to think logically.
As his educator, my mission is to find the path that changes “math” from a four letter to something that is a natural part of life as we exist day to day. I want him to gain confidence in his ability to think mathematically without associating that thinking with pressure. I will have succeeded this year if by the end, he freely uses math to solve his innovation challenges with confidence. Along the journey, I hope to also open more “kinds of math” that he loves as much as Area and Volume. This love arises because of overcoming the struggle, the sense of mastery builds confidence in him which brings him immense joy.
The need for a path is clear, but finding that path is going to take careful trial and error as well as patience on both of our parts. In the first few weeks, we have had many experiences on our journey to math freedom. Here are the highlights of what I have learned so far….
Approach: Zoid Math leverages a complexity first, hands on based approach to mathematics. Since E has had strong reactions to Math, I thought perhaps a teacher that is an expert in 2e students may be a better choice than me directly. E joined the Miss Math group classes which I expected to be at an approachable level of difficulty yet from a new perspective without worksheets or tests.
Results: The group environment of other students shouting out answers was overwhelming. While the content and approach is a good match for E, the modality led to anger and avoidance. He could not attend to the session. He would not join independently, needing my presence to feel comfortable in the presence of the others. I will try taking the Miss Math approach individually with E going forward.
Approach: A high quality fiction story about place value with hands on money for manipulative to follow along. E has a passion for stories so I felt this could be an entry. He typically absorbs all content that he reads.
Result: “I am just sooooo tired” and “This is boring!” He enjoyed the story but did not want to leverage the manipulatives to engage in the content. He does recall the content from the story. The tiredness was anxiety, not a need for rest as immediately after he was running freely outside.
Approach: A single problem, he chose the numbers, to do together as illustration of expanded form.
Result: Immediate anger about the need to perform computations. Demanded that he use the Popper to solve the 8+6 despite having me available to support calculations. The Popper led to additional complexity since it is not a base 10 tool yet he angrily demanded to use it anyway. Avoidance of the problem by demanding to use a pen, creating fonts for the numbers rather than thinking about the problem, tearing the paper, and using the pen point to scratch the paper. There was clearly no absorbing the content through this approach, ended session after this single problem.
Approach: CTC Math is an iPad app which is untimed, minimalist design, and video based 3-5 minute lessons. The speaker has an accent which draws E into the content. Attempting this modality to see if he responds to a professional looking tool more positively.
Result: He absorbed the content quickly but the questions associated with each unit are tedious and repetitive. Rather than verbalizing this, he began drawing constellations. I adjusted expectations and ended after 3 correct problems. He seemed to absorb the material and felt happy at the end. I will keep CTC Math as an option for initial explanation of concepts or reinforcement as needed but will not be using routinely as it is repetitive and does not align with our project based creativity focused approach.
Approach: Leverage his comfort with area problems to engage in complexity while applying his expanded form learnings
Result: Initial hesitation but quickly grasped the concept of subdividing shapes into squares and rectangles he can analyze. Independently derived the area formula for a triangle. Was happy and engaged, no complaints about computation.
Approach: I provided a written diagram of the process for expanded form that he could leverage independently. E verbalized a need to sit on my lap for math.
Result: He felt calm, focused on the problem, wrote carefully, and completed the problem with no support. He leveraged the process document and worked methodically step by step. This day was a turning point.
Approach: Like magic, after a day sitting on my lap to do his one problem with the process document, it is clear that E understands expanded form to solve for sums. His low confidence in computational skills continued to plague him. We discussed how he might feel more supported. He does not like asking for support with calculations and instead wanted a tool. Despite having access to a calculator, he preferred to invent his own tool. Here you see him leveraging his addition table created himself in Numbers leveraging his favorite font and colors, laminated so that he can write on it if desired. With this tool, he took off on problems with confidence.
Result: E is able to complete expanded form summations of all complexities. Expanded form mastery complete.
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“”I am the expanded form master!!!!” ”
Learning Experience Takeaways:
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E’s anxiety surrounding math is expressed through fatigue, avoidance, and anger. When these behaviors emerge, take note and adjust accordingly.
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Avoid in person group settings for math that require recall and calculations under time pressure. Avoid grading. Seek out “no wrong answer” approaches when possible.
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E appreciates literature based approaches and absorbs conceptual knowledge through such stories. Leverage more fiction based introductions when possible.
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E requires a minimalist aesthetic to his materials for learning - modern fonts, simple dark colors, natural materials rather than plastics, no child-like characters, simple page layouts without clutter.
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When possible, E likes to invent his own tools and solutions rather than use standard tools that feel juvenile.
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Leverage a mixture of resources to minimize boredom, leverage video based instruction where possible, use minimal repetitions.
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E responds well to written, process based directions that he can refer to when uncertain. Continue to provide "How To” guides as math increases in complexity to minimize his uncertainty.
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Use real world applications of math through problem solving, art projects, and allowing him to teach others his learnings rather than written problems when possible.
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Math is scary. When he feels scared, he finds comfort sitting in my lap. Embrace this need for physical closeness when it surfaces to support him in bravely approaching his stretch areas.
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Take it outside.
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Avoid the word “math.”
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Provide ample opportunities for creativity using mathematical concepts rather than written problems.
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