Math coaches are worth their weight in gold in helping educators become better at teaching mathematics to schoolchildren. The numbers speak for themselves. During the two-year periods that math coach Brandy Ross taught at four Oak Harbor elementary schools, their math scores overall increased an average of 12.6 percent from the previous year versus a 1.1 percent improvement in statewide scores during the same period.
The vision for the original math coach concept (funded through two-year Math Helping Corps grants) is, “Expanding proficiency, excellence and delight in mathematics through carefully planned assistance to schools.”
Professional development for teachers in the form of improving their skills at teaching subjects through training or “coaching” should be thought of no differently than what would be expected for physicians, scientists, engineers, or anyone who provides valuable services.
Math proficiency is an important indicator of academic and professional success. An online Child Trends Databank article cites several studies that support this contention: Students who take higher level mathematics and science courses which require strong fundamental skills in mathematics are more likely to attend and to complete college; competence in mathematics skills is related to higher levels of employability; and analyses find that, since 1976, the influence of high school students’ mathematics skills on earnings later in life has grown continuously.
Several factors play a part in a child’s success at math: Innate ability; level of self-motivation; parental motivation and involvement; and their instructor’s proficiency at teaching the subject. Math coaches help teachers become better math teachers. Beyond that benefit, they show kids alternative strategies for solving problems that may help them to see things in a different light. Increase a child’s knowledge in a subject and improvements in confidence and motivation will follow.
These small steps may be the difference between stress and success for students, or even spark in them a love of learning in mathematics. And gaining aptitude early is important because students who don’t “get” math by the time they finish elementary school are unlikely to suddenly shine later.
There is a place for the old-style rote memorization in some aspects of math learning, but there is plenty of room for alternative methods. Math coaches provide an invaluable service in training educators to become better math teachers and in helping students of all abilities and ages to become better math thinkers.
The passage of Levy 2 will provide funding for math coaches at all OHSD elementary schools and additional math teachers for grades 6 to 12. Do your part in supporting math instruction in the OHSD. Vote yes twice.
Jeff Rudolf
Oak Harbo
