I have interviewed 25 students in the first of three fourth grade classrooms. I am at the point of looking at and thinking about what the data tells me. Thanks to Dina for helping me to figure out a way to organize it on Saturday!
Here are some overviews of what I am discovering and some thoughts around this:
Question 1: What is math?
Overwhelmingly, the students identified computation (+, -, x, /) as what math is (over 1/2 of the students). 7 students identified numbers as being part of math. And 4 students identified math as being related to solving problems. A few students included a connection to buying and/or making change in outside of school life, and 2 students said that doing math is like being a scientist.
I wasn't surprised that students identified computation with math. I was surprised that so few students identified solving problems as math. I was also surprised that only 1 student included any other subtopics in math besides computation (fractions, measurement). The 2 students who identified math as being like science both explained it's because they answer questions. I thought that was interesting and will be curious to see if a science connection comes up in either of the other 2 classes I'll be visiting.
Question 2a: How do you use math at school?
Again, nearly 1/2 of the students identified some kind of computation as how they use math at school. 7 students equated using math at school with what the teacher teaches or learning something. And, 4 students identified it as solving or working on problems.
No students talked about specific day to day school tasks that may involve math, such as taking the lunch count or attendance. When I interviewed the initial 6 students, those types of tasks were discussed. It seemed to me that most students in this class understood math as being "done" only during their math period and not necessarily stretching out into other subjects throughout the day. Deeper interviews with 2 focal students in this class will help me get a better understanding of this.
Question 2b: How do you use math away from school, such as at home?
Sixteen students identified that they use math at home by studying, practicing, or learning in some way. Of these 16 students, 3 students specifically identified that a parent helps them with this, either directly by quizzing them or indirectly by purchasing math practice books for them. One student said he used math by playing board games and money games. Does this mean that many students are not playing board games at home or that they're not making the connection between board games and math? Something to consider and ask about! A different student identified that she uses math by helping her brother with his train tracks so that he knows he has enough pieces to create the shape he wants. Only 1 student identified using math for making purchases. And 1/3 of the students identified some kind of computation involved.
Question 3: Why is math important?
Students seemed to have interesting ideas as to why math was important, and most students indicated more than 1-2 reasons. 6 students talked about money and making change with several indicating that you could lose your job if you can't make the right change. 8 students said you'll need math in your job. Outside of money, one student indicated that, for example, in a construction job, you need math to calculate the amount of wood and other supplies you'll need. 14 students indicated math is important to learn and get a good education with several indicating you can't go to college without math! The most unusual response I received to this question was, "You need math to be able to ask and answer questions, like if the police catch you." I did not delve further into this answer...sometimes it's better to not know!
Question 4: How do you think adults (your parents, grandparents, teachers) use math?
Thirteen students talked about money, making change, shopping, and/or paying bills. 5 students said adults use it for studying. 4 students said for measurement, with 1 student specifically stating measuring fabric and another student stating his father uses measurement in his job and his mother uses measurement when she cooks. A couple of student alluded to the adults not knowing the math and having to check the book and/or get the answer sheet. One student said that the adult uses math when sorting the laundry! This one made *me* think! And, sure enough, grouping by attributes is certainly math I remember teaching my kindergartners.
Overall, I think I got mostly responses I expected. I was hoping that these students would have a clearer picture of how math is important in their daily life. When I spoke briefly with their teacher, she told me that she does not discuss those connections for them, so I'm thinking that unless they're referred to in their textbook, they are not being instructed in the daily connections. She then said, "You know, maybe I ought to make those connections for them." Yes!!!! I will have to interview or survey her more thoroughly to determine exactly how she does teach math.
I'll be interested to compare this group's answers to the next 2 classes as the teachers' styles and understandings of math are different.
This is all certainly food for thought!
