As a math teacher, have you ever noticed how math always seems to get a bad reputation?  Everything from the parent that says the were never good at math and so they automatically assume their child won’t be either.  Or the student that groans every time you begin math?  As the sole 5th grade math teacher in my building for nearly 18 years, I have heard it all.  This new math is dumb!  I can’t help my child with math because it is different than when I learned math.  On and on and on!  As math teachers how do we overcome the stigma and better yet, how do we change these attitudes about math, build math stamina and ignite a passion for math in our students?

It certainly isn’t easy, but it is a hurdle you can help your students and parents overcome!

In this post I will share a handful of strategies I have used successfully with my students and their families.

First, before I even meet my students…on back to school night.  I visit with parents and share this brochure.  Not only do I share the brochure, but I go over every single detail.  I tell them what to say and what not to say when talking about math with their child.  I stress that this simple shift in thinking and speaking goes a long way and has a significant impacts how their child sees themself as a learner of math.

Second is share this Jo Boaler video with my 5th grade students.  As a teacher, please do not underestimate the power of the video’s message.  While it will not magically engage a fixed math mindset, it does cause students to examine their perceptions about math and cause them to entertain the notion that maybe they too can be mathematicians!

Third, I make a promise to each of my students that if they work hard in math…even when it is so difficult that all they want to do is run away and cry, I guarantee them they will improve and be able to complete math tasks they never thought possible.

And finally, and this one is more for you, the teacher…please realize that learning and mastering a math concept takes infinite amounts of practice.  The majority of  students, will not master long division by the end of the chapter on long division…and that is okay!  It is okay because,  you will continue to provide opportunities to practice long division in the classroom throughout the entire school year.  And guess what, come springtime, most will be able to divide!

In addition, it is important to remember that not all students will master every concept before they leave your classroom in the spring.  And that is okay too!  Math is comprised just as much a developmental readiness as it is a progression of learning skills and concepts.  Making this a true iconic, we will all get there, but on our own time.