Why How We Teach Math Matters More Than Ever
Why how we teach math matters more than ever reflects on a teacher’s journey from history to math and the lessons learned about equity, representation, and student success. Drawing on classroom experience and national data, the piece argues that teaching is not just about content, but about belief, patience, and creating conditions where all students can thrive.
It was a shock when I was asked to pivot from teaching history to math to meet community needs. I was intimidated but ready to rise to the challenge. Eleven years later, I’m grateful I did. That shift reignited a passion for math and taught me a key lesson: What matters most isn’t what I teach, but how I teach.
That lesson feels especially urgent today. Louisiana is the only state in the country where students have increased learning since 2019, according to recent NAEP results (a national report that provides benchmarks for student achievements).
But even as our state bucks national trends, gaps persist, especially for Black and Hispanic students and for students who are economically disadvantaged. Nationally, Black and Hispanic students experienced greater math score declines between 2019 and 2022 than their white peers, widening both achievement and opportunity gaps. Here in Louisiana, those gaps remain visible in the math and reading results of the very students I teach.
Yet I’m optimistic, because I know what is possible. As a Black woman growing up in Atlanta, I was inspired by educators who looked like me. Now as a Black teacher in STEM — when Black educators who teach STEM only make up 7% of the teacher workforce — I see firsthand the importance of students being led by those who look like them and are genuinely invested in their success.
Teaching is a profound act. Content knowledge matters, but true impact comes from serving as a role model and advocate for students.
When I think about why I said yes to becoming a math teacher all those years ago, and why I’ve stayed, the answer is clear: I have seen the students I serve make significant growth toward closing both the achievement gap and the opportunity gap. And I believe young people today want to contribute to real change.
When they can connect their leadership and purpose to the work of shaping the next generation, we begin to solve some of our most persistent challenges. In addition, I continue to say yes to this work every day because I have the privilege to help young people connect their leadership and purpose to the work of solving some of our most persistent challenges, and I have seen how much this generation of young people want to contribute to real change.
In my first year, only 22% of my scholars passed the state test. It wasn’t enough. But I kept working at my craft, and year after year, their growth reflected that effort.
Change doesn’t happen overnight; learned practices take patience but are worth the effort. This year, 93% of my scholars passed, meeting and exceeding state expectations.
I’m confident we are on the right track to prepare our students not just for their next classes, but for the world beyond the classroom.
This commentary from Word in Black has been edited for length.