Key points:
- Relevancy has great power in math instruction
- Reaching peak engagement in K-12 science education
- Helping science-averse teachers integrate STEM and literacy
- For more news on STEM subjects, visit eSN’s STEM & STEAM hub
How much longer will we keep trying to solve our nation’s dismal math proficiency problem by writing new math problems? Clearly, if that was the answer, it would have worked by now–but it hasn’t, as evidenced by decades of low proficiencies, historic declines post-COVID, and the widest outcome gaps in the world.
The real question students are asking is, “When am I ever going to use this?” As a former math teacher, I learned that addressing this question head-on made all the difference. Students’ success in math wasn’t found in a book–it was found in how math applied to them, in its relevance to their future career plans. When math concepts were connected to real-world scenarios, they transformed from distant and abstract ideas into meaningful, tangible skills.
My first-hand experience proved the premise of education innovator Dr. Bill Daggett’s “rigor-relevance-relationship” framework. If students know what they’re learning has real-life implications, meaning and purpose will ensure that they become more motivated and actively engaged in their learning.
Years later, I founded the nonprofit Pathway2Careers with a commitment to use education research to inform good policy and effective practice. From that foundation, we set out on a path to develop a first-of-its-kind approach to math instruction that led with relevance through career-connected learning (CCL).
In our initial pilot study in 2021, students overwhelmingly responded positively to the curriculum. After using our career-connected math lessons, 100 percent of students reported increased interest in learning math this way. Additionally, they expressed heightened curiosity about various career pathways–a significant shift in engagement.
In a more comprehensive survey of 537 students spanning grades 7–11 (with the majority in grades 8 and 9) in 2023, the results reinforced this transformation. Students reported a measurable increase in motivation, with:
- 48 percent expressing “much more” or “slightly more” interest in learning math
- 52 percent showing greater curiosity about how math skills are applied in careers
- 55 percent indicating newfound interest in specific career fields
- 60 percent wanting to explore different career options
- 54 percent expressing a stronger desire to learn how other skills translate to careers
Educators also noted significant benefits. Teachers using the curriculum regularly–daily or weekly–overwhelmingly rated it as effective. Specifically, 86 percent indicated it was “very effective” or “somewhat effective” in increasing student engagement, and 73 percent highlighted improved understanding of math’s relevance to career applications. Other reported benefits included students’ increased interest in pursuing higher education and gaining awareness of various postsecondary options like certificates, associate degrees, and bachelor’s degrees.
Building on these promising indicators of engagement, we analyzed students’ growth in learning as measured by Quantile assessments administered at the start and end of the academic year. The results exceeded expectations:
- In Pre-Algebra, students surpassed the national average gain by 101 Quantiles (141Q vs. 40Q)
- Algebra I students achieved more than triple the expected gains (110Q vs. 35Q)
- Geometry learners outpaced the average by 90 Quantiles (125Q vs. 35Q)
- Algebra II showed the most significant growth, with students outperforming the norm by 168 Quantiles (198Q vs. 30Q)
These outcomes are a testament to the power of relevance in education. By embedding math concepts within real-world career contexts, we transformed abstract concepts into meaningful, tangible skills. Students not only mastered math content at unprecedented levels but also began to see the subject as a critical tool for their futures.
What we found astounded even us, though we shouldn’t have been surprised, based on decades of research that indicated what would happen. Once we answered the question of when students would use this, their mastery of the math content took on purpose and meaning. Contextualizing math is the path forward for math instruction across the country.
And there’s no time to waste. As a recent Urban Institute study indicated, students’ math proficiencies were even more significant than reading in positively impacting their later earning power. If we can change students’ attitudes about math, not just their math problems, the economic benefits to students, families, communities, and states will be profound.
How much longer will we keep trying to solve our nation’s dismal math proficiency problem by writing new math problems? Clearly, if that was the answer, it would have worked by now–but it hasn’t. Featured on eSchool News, STEM & STEAM, STEM & STEAM Trends, Education, great, instruction, K-12, literacy, math, math instruction, news, problems, science eSchool News
