Building Strong Foundation for Math Success: Key Elements for Students
In the bustling landscape of education, where literacy often takes center stage, the foundational pillar of number sense is often overlooked. Melissa Williams’ kindergarten class at the Westminster School in Atlanta, Georgia, is one such place where the magic of connecting quantities to written numbers unfolds. As students navigate the intricate web of number relationships, a crucial part of number sense, they are unknowingly laying the groundwork for future math success.
Number sense, the innate ability to comprehend numbers and their relationships, is a skill so deeply ingrained in many adults that its origins are often forgotten. Yet, this fundamental skill serves as a gateway to mastering more complex math concepts like fractions, decimals, and unknown variables. Research has shown a strong correlation between a flexible understanding of numbers and later math achievement, enabling students to tackle diverse problem-solving scenarios with confidence.
Despite the recent spotlight on evidence-based reading instruction, the realm of number sense has not received the same level of attention in schools and classrooms. While students dedicate ample time to honing their reading skills, foundational numeracy often takes a backseat. Elementary teachers, in particular, receive less comprehensive training on how to effectively teach math, leading to a deficiency in interventions for students in need of additional math support.
The repercussions of neglecting number sense are evident in the struggles of many American students with math. The 2024 National Assessment of Educational Progress revealed alarming statistics, with nearly a quarter of fourth graders and 39 percent of eighth graders scoring “below basic.” Furthermore, an analysis of state tests indicated that only a few states have been able to bridge the gap in math proficiency post-pandemic, with disadvantaged students from low-income areas bearing the brunt of the impact.
For students grappling with math challenges, including those diagnosed with dyscalculia, a lack of number sense often emerges as a significant obstacle. Ben Clarke, an early math researcher and department head of special education and clinical sciences at the University of Oregon, emphasized the critical role of understanding numbers in shaping a solid mathematical foundation. According to Clarke, a deficiency in numbers comprehension can account for a substantial portion of mathematical weaknesses in students.
Doug Clements, the Kennedy endowed chair in early childhood learning at the University of Denver, shed light on the importance of recognizing relationships between numbers. Drawing a distinction between students who mechanically add numbers versus those who exhibit true number sense, Clements emphasized the significance of relational thinking in mathematical problem-solving.
### Bridging the Gap: Income Disparities and Early Math Proficiency
As educators delve deeper into the nuances of early math education, income-based differences in math exposure at home come to the forefront. Boston College psychologist Elida Laski highlighted the contrasting perspectives on math within low-income and high-income families, with the former viewing math as a narrow concept centered around counting and numbers, while the latter embraces a more conceptual approach integrated into everyday life.
Research conducted by Laski and her team underscored the disparities in problem-solving strategies between higher-income and lower-income students in kindergarten and first grade. While higher-income students exhibited more advanced strategies and a deeper understanding of basic math concepts, lower-income students often relied on rote counting methods. This gap in mathematical proficiency became more pronounced as higher-income students demonstrated more efficient problem-solving techniques and a richer memory bank of math facts.
The implications of these disparities extend beyond the early years of schooling, permeating through students’ entire mathematical journey. Neily Boyd, an instructional coach and math consultant based in Nashville, Tennessee, emphasized the need for teachers to comprehend the interconnected nature of mathematical skills progression. By recognizing how each skill builds upon the other, educators can create a cohesive learning environment that fosters a deep understanding of math concepts.
### Shaping Future Math Stars: The Role of Teachers and Instructional Practices
While the importance of number sense is undeniable, many elementary school teachers lack adequate training in evidence-based instructional approaches. A report by the National Council on Teacher Quality revealed that only a small fraction of undergraduate elementary education programs effectively covered both math content and pedagogy. This deficiency in teacher training perpetuates a cycle where students are deprived of comprehensive math instruction from an early age.
Nancy Jordan, a professor of learning sciences at the University of Delaware, emphasized the need for a more holistic view of math education, one that encompasses the progression of skills from basic counting to advanced concepts like fractions and decimals. By integrating early number sense into the broader mathematical landscape, teachers can illuminate the interconnectedness of math concepts and bolster students’ mathematical proficiency.
As educators strive to bridge the gap in math proficiency, the journey towards building a strong foundation for math success begins with cultivating robust number sense. By instilling a deep understanding of numbers, fostering relational thinking, and integrating math seamlessly into everyday experiences, educators can empower students to navigate the complexities of mathematics with confidence and ease.
Contact the editor of this story, Christina Samuels, at 212-678-3635 or samuels@hechingerreport.org.
