MAAP 2 STEM

Have you ever sat in a mathematics classroom, heard something the instructor said and felt like you had no clue what they were talking about? Then, to compound things, fear crept in and prevented you from asking a question because you sensed that someone would think you were dumb or did not belong. It has happened to me on a few occasions. YOU ARE NOT ALONE. YOU ARE NOT DUMB. YOU BELONG. AND IT IS NOT AN INDICATION THAT MATH IS BEYOND YOUR GRASP.

When I was a student, the classroom was more lecture dominated. Typically, students received a bunch of information while feverishly trying to write down as much as possible. An occasional question might be asked, but its purpose was more about making sure we were following the rules but not necessarily understanding the why behind what was being done. 

Group work, discussion boards, and other forms of creating community that exist today were not promoted as much then. It could easily feel like you were all alone on an island. And despite all the communities of today, it is still possible to get lost in the sauce.

But there is good news. You possess something that can help combat loneliness in the class or feeling like you are the only one who is not getting it. That something is called agency, the capacity to influence your thoughts and actions. Embrace this fact and use it. Here is a simple step to exercise your agency.

Ask Questions.

Last week, we mentioned the importance of paying attention. You can do your best job and pay very close attention; however, occasions will occur where clarification or a deeper explanation is required. Remember, there is ultimately a task (homework, quiz, test) you will have to complete. How will you successfully accomplish the task if any uncertainty exists as it relates to formulating a solution?

You have probably heard the expression, “The only stupid question is the one not asked.” This does not suggest you should ask a question just for the sake of asking one. For example, I doubt that asking your instructor what they had for breakfast will assist in understanding derivatives. Strive to ask questions that are meaningful, thoughtful, and ones that come sooner rather than later.

To illustrate, suppose your instructor is explaining a concept. While working a problem, they may say what they are doing but skip writing the step on the board. Here is an opportunity for you to ask a question like, “Excuse me. Can you say or show how you got from step 3 to step 4 please?” 

That small act can do several things.

1. It shows you are invested in your learning.
2. It makes you an active participant in the class.
3. It may open the door for others to ask questions.
4. It provides feedback for the teacher and informs their decision making on things such as the pace of the course.

As an instructor, I stayed alert for the deer in the headlights look on my students’ faces. It let me know they had questions. I just did not know what they were, and I could not help if I did not know what was wrong.

Many mathematics concepts build on the previous ones. If you do not clear up an issue today, then it could show up again down the road causing you to wrestle with the same dilemma, which could have been resolved with a simple question.

Here is the big takeaway. Learning sometimes dictates that we step outside of our comfort zone. Feeling uncomfortable about asking questions or speaking in class can be unsettling. I get it. If that is you, seize the moment and make a change. Ask your questions and watch the magic happen.

That is all for today. See you next week with our third strategy to consider once you have entered a mathematics classroom.