Schoolwide News

As I'm going back over my notes and assignments this year in order to write report card comments, I'm reflecting on the ways in which my students have grown – primarily in the complexity of their mathematical thought, but also as thinkers, risk-takers, and collaborators. It’s been a year full of questions, conjectures, getting things wrong and re-evaluating, perseverance and growth.  

One of my first Bulletin articles this year explored what it means to have a “math brain,” and we’ve returned to that idea again and again – as humans, we're all born with mathematical capability, and we build a mathematical brain through struggle, perseverance, and meaningful engagement. This year I've witnessed a huge growth in mathematical confidence in my students, those in the Math Enrichment program, those who have participated in Math Olympiad, and those who have shown up at lunch and after school for various math clubs.   That growth didn’t come from students being 'naturally good' at math, it came from building understanding through patiently solving problems, and persevering to do so over time.

Throughout this year’s bulletins, I’ve shared that I don't put much stake in simple calculations to get the right answer.  Instead, I think of math as a way of making sense of the world: dividing taxi fares fairly, asking what makes a pattern beautiful and what makes proofs elegant. The mathematical questions we ask are just as important as the answers, and often more powerful.

The ways in which we talk to kids about mathematics matters greatly.  The praise we give ("You worked hard on that!" instead of "You’re so smart!") and the way we challenge math stereotypes in the media and in ourselves can give children the chance to see math as something beautiful and engaging instead of dry, hard, and rote. Curiosity – especially from adults – can make a lasting impression.  

Joy in math is something to take seriously.  I mentioned in earlier articles how pattern-finding and analytical games such as Set, Horseshoes, and Prime Climb, give kids opportunities to develop math skills through play.  Math play like this not only builds skills, but also nurtures a sense of belonging, especially for students who haven’t always seen themselves welcome in mathematical spaces.

Math learning is not a straight path, but a dynamic, messy, and rewarding journey—one that includes moments of frustration, quiet persistence, and celebrations of triumph. I’ve watched students wrestle with a problem for days, then proudly share their solution and explain how they know they're right. I’ve seen them encourage each other, pose their own questions, and even invent games to explore concepts in new ways. I’ve seen a student quietly coach a classmate through a concept they’d only just mastered themselves the week before. These moments – often small and uncelebrated – are where mathematical communities are formed.

Let's help our students celebrate their learning this year not just through test scores and grades, but primarily through the stories of struggle and growth, reflecting on how far they've come, and congratulating them on their perseverance and curiosity. 

Thank you for reading, for playing games at home, for asking questions, and for supporting your children as they’ve built mathematical confidence. And thank you for helping create a community where every child feels they belong in mathematical spaces.