Does Your Child Show any of the 4 Warning Signs of Imminent Math Struggles

Learn the warning signs of possible problems in your child’s understanding of math before they feel overwhelming. Think of these indicators like the light on your dashboard showing low gasoline. Ignoring the warning signs for very long will end up more expensive and more of a hassle than taking steps immediately.

By the time parents realize their child is struggling to master key math concepts, the child may have already suffered feelings of frustration, lowered self-esteem, and hopelessness. At Parker Mathnasium, we like to help children before the child expresses, “I am just not good at math” or “I hate math!” Parents who are aware at the first signs of struggle can take action. With appropriate intervention the child might soon be saying with pride, “My teacher asked me to help Mindy with her math today.”

Early Warning Signs of Struggle
A shallow understanding of number concepts will show itself in several ways. Next time your child does math homework watch for any of these 4 warning signs.

1        Ask your child to explain how they got their answer and how they know it is correct.
Just explaining the steps in the process is not sufficient. For example, if the child needs to “regroup” or “borrow” in a two digit subtraction problem, can they explain how and why they did it? They must understand that the placement of the digit is significant. Not being able to explain the process will significantly reduce his ability to apply the proper steps in complex word problems. He will also not see shortcuts or creative problem solving, because he will be locked into following a certain sequence to solve a problem. Children who can get right answers in the lower grades, but don’t understand the underlying concepts, often experience difficulties in higher grades.

2        Your child doesn’t notice when she gets incorrect or illogical answers.
For example, your child is asked to find 12.5% of 326 and they answer 407. A person with a solid understanding of percentages would immediately notice that answer simply doesn’t make sense. Everybody makes errors. If your child occasionally gets the wrong answer but continues, as if everything fine, she may be following steps accurately most of the time, but not understanding the concept.  Not understanding the concept makes finding and correcting errors very difficult. It can also lead to huge issues as she progresses to more abstract math.

3        Your child uses his fingers to count or looks down or up and to the side while doing math.
Counting fingers or objects is perfectly acceptable through first grade because children still need a very concrete example of the quantity the numbers represent. By the beginning of second grade, however, children should be able to do addition and subtraction without their fingers. Some children become aware that finger counting is no longer acceptable and they count their fingers mentally. They often look down or up and to the side as they do this. Sometimes they even nod their head slightly as they count. If you see your child looks down while adding, subtracting, multiplying, or dividing, ask him what he is visualizing. He may be looking at a white board or piece of paper with tally marks on it in his mind. Counting concrete objects, even mentally, takes much longer and is less accurate than using other strategies.

4        Your child says “I hate math” or fights and resists doing math homework.
It’s no secret that people like to do what they feel confident doing. If your child expresses frustration or dislike for math, it often indicates she doesn’t feel confident in her abilities. She may notice that it takes her longer or more steps than her classmates to get the right answers. She may complain that the teacher doesn’t help her or that math is just “dumb.” Or that she “just doesn’t have a math brain.” Perhaps she is starting to feel overwhelmed and doesn’t want to admit it. She may be waiting for you to step in and help.

What to Do Next?
If your child exhibits one or more warning signs, you need more information to diagnose the cause of the problem. Start by talking to your child. This list of questions will get you started.

• Do you use "manipulatives" in class and do you have access to them whenever you need them?  Manipulatives are the tools math teachers use to show a math concept at the concrete level. Common manipulatives include cubes, rods, beads, base 10 blocks, fraction strips, counters. Even older children move from a concrete level to an abstract level in math. Manipulatives facilitate growing their concrete understanding of complex math concepts. This aids their ability for higher-order thinking skills.
• Does your teacher go slow enough and repeat things enough for you to understand? Not every child processes language the same way. It’s easy for a teacher to keep going ahead without realizing the quiet child in the back did not hear or understand.
• Does your teacher show you how to do the math? Some children learn by watching. They need to get the instruction to match their individual learning style.
• Do you get time in class to practice new math skills?  Even the best math brains need time to wrestle with the skills independently. Like learning to swim, even the best explanation doesn’t actually help much until you are in the water trying it.
• Does your teacher let you know right away if you get an answer correct when you have just learned something new? There is nothing more frustrating than getting a whole worksheet of math problems wrong because you practiced a new skill incorrectly.
• Do you ask questions in math class? Some students don’t feel comfortable speaking up in a group. Others are reluctant to ask questions because they already feel stupid and they are certain asking questions will just prove to the class that they are dumb. They would rather remain confused than to speak up and ask a question.
• Do you feel smart in math? Self-doubt affects how persistent a child will be when they face a challenge in math. Studies show persistence or grit is one of the biggest determining factors toward succeeding in any subject.

How Mathnasium is Different than School
At Parker Mathnasium, we instruct each child at their individual pace. It’s one-on-one instruction in a small group setting. We probe the child to think aloud and keep practicing until they feel confident in the skill. We instruct using a variety of methods to play to each child’s individual strength. 98% of parents report that their children’s skills and understanding improve in math after attending our center. It’s not uncommon for children to grumble at first and then ask to come back when they see how it helps them succeed.  Teachers love us too, because their struggling math students transform into math leaders.

Call Parker Mathnasium today and find out how we can help your child in math!
(303) 840-1184
Ask for Tami or Allison