Math, it shouldn't be that difficult to learn.

The greatest differences between math taught in elementary and secondary schools are vocabulary, notation and pattern development that makes math so much easier to learn and do.

Operations in upper level math classes initially use the same procedures that were taught in grade school, but the vocabulary and notation changes and patterns are introduced that allow students to perform those operations mentally.

Nothing ruins good lessons like bad examples. Using simple, straight-forward examples that work, that clarify, that don't distract students with needless arithmetic in initial instruction is important for student success. Then use repeated scaffolding to reach grade level expectations.

The order we teach new concepts and skills can make math a lot easier to learn. For example, when teaching basic addition facts, using this order and the commutative property makes learning the facts easier for students to learn. First, the 0's 1's, 2's, then sums to 10, reviewing after each strategy. Then go on to the most important add facts, the doubles, followed by consecutive numbers in the units column (Doubles + 1), then to consecutive even or odd numbers in the units column (Doubles + 2), then to adding 10's and completing the strategies by adding 9's. That just leaves 5 facts without a strategy.

Recognizing those patterns sure beats counting on fingers. Recognizing patterns are important in math. The next 2 subtractions look very much alike: 13 – 4 and 13 – 5, both are clearly subtractions, but by doing more problems, a pattern develops that allow students to see when you subtract numbers with consecutive numbers in the units column the answer is always 9 or ends in 9. When you subtract numbers with consecutive even or odd numbers in the units column, the answer is always 8 or ends in 8. So, do we make math harder to learn by having students memorize 20 facts in isolation or recognizing two patterns?

Not acquiring the language of math is a huge issue and is one of the greatest stumbling blocks impacting student achievement. If it's not taught explicitly and not tested, then students believe it is not important. It is not only important, it's very important!

The linkages in math are overwhelming in helping students succeed. Linking math concepts and skills allows teachers the opportunity to introduce "new" topics in a familiar language which makes students more comfortable, allows teachers to review and reinforce skills as they teach their assigned curriculum and/or address student deficiencies.

The country is facing a teacher shortage, teachers cannot teach what they don't know effectively or efficiently. To address student achievement in math, we have to talk about math. Too much of the professional development offered to our teachers is based on "instructional" strategies. While important, they are secondary and tertiary to professional development based on "math content" strategies. Its time we focus professional development based on what teachers teach, how they teach it with resources to support that and assessment strategies that set students up for success on not only unit tests but high stakes tests such as semester exams, PARCC, SBAC, ACT and SAT. AASA, The School Superintendents Association ASCD National Association of Secondary School Principals (NASSP)