This article was originally published in the January 19, 1999 edition of The Sacramento Bee © 1999 The Sacramento Bee

Nurturing Builds Understanding of Math and Science Evelyn Silvia is a professor of mathematics at the University of California, Davis, and is involved with the Northern California Math Project, which provides math training for public school teachers. QUESTION: How would you assess the overall state of math, science and technology education for girls, as well as for all children? ANSWER: I don’t feel comfortable with where many of the kids are when it comes to math and science. Although some schools are doing an outstanding job, generally there is an unevenness in what children are being exposed to across the state. Some students are getting more depth--learning through both hands-on experiences and the study of the formulas and theories that are directly related to those experiences. But others are exposed only to the hands-on mode, while others are focusing only on the mechanics and vocabulary. At the end of the training, you need to come out with these things: Scientific and math literacy; a comfortable level of understanding about how things relate in the real world; and an appreciation of the rigorous aspects of math or science, meaning the scientific theories and formulas that underlie the discipline. QUESTION: What prompted you to go into mathematics, a field that traditionally has included few women? ANSWER: In seventh grade, I had a math teacher who told me I was the best math student he ever had. It was very powerful. Here was someone who looked at me and said I was special. I had never thought of myself as special in any way until that point. My recollection is that I was sort of average in math in grades K-6. But from that point on, this teacher gave me a goal. I believed that I could do it. When I went on to high school, I worked very hard in math, and did well in it. From seventh grade on, I never questioned that I would go on into mathematics. QUESTION: How much should parents push their children in mathematics and science? ANSWER: The main thing to remember is that it doesn’t matter what the general theories say or what the research shows. What matters is the individual child. What does she like to do? What is she struggling with? Everyone should be able to know and understand what I call "daily living" math--things like how do numbers work, how do they compare, estimating costs, how does interest work. The same goes for science. People should be able to understand the nature of household chemicals, how gardening works, the ways different drugs can interact with each other and so forth. But not everyone was meant to be a mathematician or a scientist. For some people a poem is what’s pretty. For some people a theorem is what’s pretty. Parents need to focus on the individual and nurture each child’s particular talents. In the home, parents can do many things to help children become more comfortable with mathematics. Play mental math games with your child, or board games that use money or numbers. Card games and dice games are good, too. On car trips, create mind games such as adding the numbers on license plates or counting by five together. In the grocery store, when you notice that something is 10 percent off, ask your child to figure out what the discounted price will be. QUESTION: What can parents do when their sons or daughters come home from school saying they don’t understand math, dislike it or even hate it? ANSWER: Talk to the child. Find out why he’s unhappy or struggling. To relieve a child’s stress, it’s critical that you show enthusiasm and convey the belief that this is a problem that can be solved. Make sure you know what your child is actually doing. Is the child completing the homework? Is he even trying? Call the teacher for further input. It’s a good idea to offer to sit with your child during homework time and look over it when it is done. Avoid giving correct answers. Instead, if you spot a problem, provide some direction such as, "Why don’t you take another look at number three? or "Are you sure about that one?" Try to encourage children to discover actual errors themselves so they learn the art of self-correction. Tutoring may be appropriate if children seem uncomfortable or stressed from parental involvement, or when the subject matter exceeds parents’ abilities. There are wonderful computer tutorials available these days, too. Most importantly, don’t wait until things reach a crisis point. Show interest and enthusiasm in your child’s studies and ask questions every day to stay ahead of problems. QUESTION: What are the most important things a teacher can do to nurture an understanding of mathematics in all children? ANSWER: Teachers should always remember to ask children to talk about the math that they’re learning. Verbalizing what you are learning is a critical part of processing what you’ve learned and keeping it in a form that you can use later. Always look for the rightness in what a child says. A lot of times children answer a different question than what they’re asked. Seek to understand the question the student answered so that you can get them to the questions that you want answered.