Beyond the Numbers: Along drives math engagement through connection

Along is proving to be a valuable tool for math teachers seeking to enhance engagement and ease any potential anxiety students may have toward the subject. 

By prioritizing human connection, teachers are creating more supportive and effective learning environments. They are also building a math community by openly helping students see themselves as mathematical thinkers and learners.

Denise Martinez, a math teacher at Melillo Middle School in Houston, Texas, utilizes Along to gauge her students’ interest in her lessons. One of her most effective questions is to simply ask, “What are your feelings towards math?” This allows her to gain valuable insight into any insecurities or passions each student has about mathematics.

The targeted support she can provide based on the answers she receives is particularly helpful for students who need more encouragement and confidence. By offering reassurance, she transforms potentially stressful situations into opportunities for collaborative learning.

“I grew up with math anxiety, and I always keep that in mind for my students,” Martinez said. “I never want to put them in a situation where they hate math. So when I know I’m going to call on someone who said they weren’t ‘good enough,’ I go up to them and say, ‘You’re about to get called on, how’s your answer looking? Let me help.’ 

“That way it changes the attitude of getting called on and changes the anxiety.”

Creating a positive classroom atmosphere is essential for fostering engagement. Stefanie Cantin, a math teacher at Thompson Intermediate School in Houston, Texas, enjoys using Along to initiate lighthearted class-wide discussions. 

By posing “this or that” questions or conducting polls on relatable topics, she encourages students to participate in low-pressure interactions. These discussions serve as effective icebreakers and help build rapport.

“I feel like they respond better to these kinds of questions,” Cantin said. “I’ll use that as a conversation starter so I can dive deep elsewhere and then I can bring them in to talk about academics.”

Incorporating student interests into the lessons

Along also provides a way for students to share their learning experiences and insights. By encouraging reflection, math teachers gain a deeper understanding of their students’ learning processes. Teachers can identify specific areas where students are struggling and adjust their teaching strategies accordingly. It also helps empower students to take an active role in their learning.

Sarah Styles, a math teacher at Rhodes Junior High School in Mesa, Arizona, leverages Along to discover her students’ individual interests. For example, by learning about a student’s fascination with Viking culture, she was able to celebrate his academic achievements in math in a way that resonated with him.

“Before you can even start teaching content, you really have to develop those relationships with kids,” Styles said. “Without those relationships, they’re not learning in the way that they could. Every teacher will tell you that the kids you have the relationships with are the most engaged in the class.” 

Martinez recounts an instance where a student, known for behavioral challenges, showcased his creative side by designing an elaborate fictional world in response to her question. This helped her connect with the student on a deeper level and incorporate his interests into math problems, significantly enhancing his engagement and motivation.

“It was great to see that side of a student that you wouldn’t get to see,” Martinez said. “He saw that I had genuine interest in this world that he created and then we talked about it. He created a currency and told me why. I used the currency he made in a math problem. It really touched him.”

Melissa Graciano, a math teacher at Bondy Intermediate School in Pasadena, Texas, also found that students were more willing to share their vulnerabilities and personal experiences through the teacher-student connection tool. 

“With Along, some of them are a bit more open because they know no one but me will see it,” Graciano said.

Cantin added that Along “opened the door of communications with kids, and is a low stress way for them to communicate with their teacher.”

By facilitating personalized interactions and providing valuable insights into students’ feelings about math, Along contributes to a more supportive and effective learning environment.