Let’s Solve a Math Problem: My Students Aren’t Interested in What I’m Teaching

Author: Kathleen Almy

Today’s math problem has been experienced by everyone who has ever taught a math lesson: students simply are not interested in learning the lesson you need to teach and one that they need to know.

I’ve developed a simple technique I’d like to share with you. A specific, tangible way you can use to get your class interested.

The key is starting the lesson with why. You need to tell the students why they should care and what is in it for them. Students don’t care about the what and how until they know why they should. Leadership expert and author Simon Sinek has a great TED talk on the concept of “Starting with why” that is a must watch for every leader, which includes educators. 

“ Once you get their attention on the why, you can engage them on the how.”

Let’s get practical. At the beginning of class, start with a problem (and not an exercise) to engage students. The idea is to hook them into the day’s plan instead of starting with the day’s objectives. Provide those after this opener. The problem needs to connect to your lesson’s objectives in some way, even if it’s not a close connection.  Once you get their attention on the why, you can engage them on the how. 

Start by using a good problem from your book or current events from the news to get their attention.  I like to use Graphs in the World or just a problem that students will be able to solve at the end of the lesson, but not at the beginning. For example, if you’ve just taught solving quadratics by factoring and today’s lesson will be about the quadratic formula, put up a quadratic for students to solve that isn’t factorable. 

It will allow them to review the skills they have and see if they can come up with a way to solve it. You will see a few things happen: some students will go to their calculators or try to guess. Some will go to the graph. And, others will try algebra. But all will have the question, “is there something I’m missing? Why doesn’t this work?” At this point, they’ve had to think critically and they want to hear more. Voila! And now there is a reason to learn what you’re going to teach.

Keep in mind this will take longer than, “class, today we will learn about the quadratic formula, which is a very important idea.” The time spent doing this opening problem is gained by students seeing the need for the lesson and having already gotten their brains warmed up. 

Also, in this specific case, now you have a tool to share that will solve ANY quadratic ever. As math teachers, we love this idea because there aren’t many “always” in math. But this special formula always works with quadratics. Starting the lesson this way corrects a false assumption some students could have come away with the previous day: that all quadratics could be solved by factoring. 

This example used a problem that was directly related to the objective. Here’s a more tangentially related problem. 

If your lesson is about scientific notation, use something that in all likelihood your students have seen but don’t completely remember. Come up with a problem your students would have already done in this course that can have a solution with scientific notation. For example, it could be a unit conversion or a problem that requires them to find a really large or small area or volume. Students will think they’re doing a review problem until they see the result on the calculator. Immediately, there will be questions “what does that number mean and how do I work with it? How do I write the answer?” Your lesson now has a reason to be taught AND learned.  Most importantly, they will be more likely to retain the lesson you’ve taught. 

Will every student suddenly want to learn what you’re going to teach? No, not always. But a majority of your class will see the point and at least buy into the concept of needing the idea you will be teaching, if at least for tonight’s homework. That’s not always a good enough reason, but we can save that debate for another blog.

Start by looking at the next lesson you will teach and find a problem to begin the lesson. Save the objectives for after this opening scenario. Let students explore without categorizing the day’s activities for them.

What techniques have worked for you in engaging students? I would love to hear from you. If you have a problem with a math class, course, or program, we would love to meet with you and use our experience to help you solve it. support@almyeducation.com

If you have a great problem to open a lesson, share it with us on our Facebook page.

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