Students are increasingly stepping into the spotlight in discussions about math education, and their voices are crucial for shaping the future of mathematics instruction. Their candid feedback offers invaluable perspectives that educators and policymakers need to hear.
Students are suggesting fundamental shifts in how math is taught:
- “Make math more connected to the real world. Do this with all levels of math.”
- “In high school, students should have the choice of extending their math careers as they relate to their interested future field.”
- “I think one way to improve is by doing more hands-on work. I feel like all we do is take notes and do tests.”
These powerful statements are drawn from the report, Making Sense of Learning Math: Insights From the Student Experience, published by the nonprofit organization, YouthTruth. The report highlights a significant gap between how math is currently taught and what students feel they need to truly understand and engage with the subject.
Bridging the Gap: Student Perceptions of Math Education
While a promising 70% of students surveyed believe they can excel in math through hard work, their deeper responses reveal critical shortcomings in their learning experiences. When asked about their actual classroom experiences, the focus shifted to unmet needs and desires.
A concerningly low 47% of students reported frequently working on interesting problems in math class, with nearly a quarter (23%) stating they rarely or never get such opportunities. Furthermore, only 46% feel comfortable asking questions when they struggle to understand concepts in math class, indicating a potential barrier to effective learning.
The report underscores a crucial distinction in student perceptions of math. They differentiate between “student” or “education” math—often characterized by rote memorization of formulas and procedures—and “real” math skills. This “real” math is seen as essential for empowering students to achieve their individual educational and career aspirations. It also encompasses practical, everyday math skills, such as financial literacy and investment knowledge, often absent from traditional curricula.
One student participating in a workshop for the report poignantly noted, “Not knowing how to do taxes is frustrating, but at least I know algebra,” highlighting the disconnect between classroom math and real-world applicability.
Echoes from Parents and Educators: A Unified Call for Change
These student perspectives resonate strongly with findings from a Bill and Melinda Gates Foundation survey conducted last year, which included parents and teachers. This broader survey revealed a widespread perception of math education as “unengaging, outdated, and disconnected from the real world.” The consensus solution? To make math education more relevant and engaging, thereby fostering greater student success both in mathematics and in their future lives.
Students today are rightfully demanding more from their math courses, seeking greater relevance and opportunities for success. This expectation is a positive sign, indicating a desire to connect with and master mathematical concepts.
Addressing Inequity: Ensuring Access and Opportunity for All
However, the report emphasizes a stark reality: “Unfortunately, too many are still held back by antiquated and hierarchical systems, especially Black and Latinx math students and those from lower socioeconomic backgrounds.”
The report Opportunities Denied: High Achieving Black and Latino Students Lack Access to Advanced Math, a 2023 study from Just Equations and The Education Trust, reveals that high-achieving Black and Latinx students are less likely to advance to advanced math courses compared to their white and more affluent peers. This disparity in access is a significant barrier to equitable math education.
Interestingly, underserved students who did manage to enroll in advanced math courses reported a more positive experience, often citing teachers who prioritized their understanding and interest in math. This contrasts with the experiences of high-achieving students who were denied access to such courses, suggesting that a focus on student understanding and engagement can mitigate some of the negative impacts of systemic inequities.
Navigating the Maze: Information Gaps and College Readiness
High school students also express significant concerns about a lack of information and resources regarding college admissions requirements, particularly concerning math courses. Many students are unclear about which math courses are valued by college admissions offices and how to access these courses.
Some students reported attending schools that simply did not offer the advanced math courses they felt were necessary for their college aspirations. As one student quoted in Just Equations’ 2023 report, Integral Voices: Examining Math Experiences of Underrepresented Students, stated, “When I was applying for college, it felt that schools were only looking for AP scores. I mean AP math classes. But my school that I went to didn’t have those.”
This report highlights the substantial disparities and information gaps students face when navigating their high school math pathways. This lack of information, or misinformation, significantly impacts their high school course selection and subsequent college math placement. Disproportionately, Black and Latinx students, along with students from low-income backgrounds, report the most significant disadvantages in terms of resources and access to information.
In fact, 40% of Latinx students surveyed in Integral Voices identified access to information as their most significant barrier to college applications, compared to only 18% of white students. Furthermore, over a third of Black respondents reported not being recommended for advanced math classes, indicating systemic biases in academic guidance.
A Student-Centered Future for Math Education
Across multiple studies and surveys, a consistent narrative emerges regarding the student experience in mathematics. Too many students are not receiving the type of instruction or access to courses needed for their success. Persistent racial and socioeconomic disparities, particularly in math education, are preventing bright and motivated students from pursuing STEM degrees and careers—and in some cases, even completing college.
To ensure a more equitable and effective future for mathematics education, we must amplify and heed the powerful voices of students. Their insights are essential to driving the instructional updates and policy changes urgently needed to create a mathematics education system that truly serves the next generation.
