“My teacher doesn’t explain it that way!” Sound Familiar?

For years, families across the US have been hearing cries like this from their children as they try to support math schooling at home. This has only been amplified since COVID-19 became our new reality. One day our students were in school learning from trained math teachers, and the next day it was suddenly our responsibility to continue the process. As a math educator with three school-age children of my own, even I was not immune to these battles.

students doing math at the board; one is confident, the other is frustrated

Cue the social media memes. “These homeschool children are about to learn how to carry the 1!” is my personal favorite. Another one that makes me chuckle is, “Why did they change math? There wasn’t anything wrong with it!” I’ve seen posts like these floating around for years, but now that we are all expected to support our children through distance learning, it’s become even more prevalent.

So, why can’t we do math the old fashioned way?

The short answer is, you can! There is no such thing as old math and new math. Math is the same as it has always been. Numbers still add up to the same sums, multiplication facts are still important, geometry is still about spatial reasoning, and word problems still use extraneous information. The main difference in today’s classrooms, from the ones we grew up in, is that teachers today are actively seeking ways to develop an understanding of mathematical concepts and not just memorization of algorithms.

example of a subtraction math problem

Take for example, the above problem. The student who worked on this had clearly memorized a series of steps, or an algorithm to achieve success, but you can see that there is a lack of understanding of the concept behind the algorithm. If the student had understood how the numbers related to each other, he would have no need for the standard algorithm of "going next door to borrow" or regrouping in order to solve it. We are now focused on moving beyond memorizing such algorithms and moving toward a deeper understanding of mathematical concepts so that students understand how numbers relate to each other.

One way that we can build number sense is by making sure students can solve problems in multiple ways. If students have a true understanding of how numbers relate to each other, they should ultimately be able to utilize several strategies to arrive at an answer. It’s true that some strategies will be more efficient and some will take a more circuitous route to the answer, but that’s part of the learning process. Developing number fluency means that students are accurate, flexible, and efficient in their problem solving. Could you build an entire house with a hammer? Probably, if you were open to new methods and were flexible with your plans. Would it be efficient and easy? Definitely not. As educators, we help guide students towards choosing the best tool for the job.

Teachers have spent countless hours in professional development workshops, reading literature on best practice, and learning from experts how to develop a strong number sense in their students. Now all of a sudden, parents and caregivers are being challenged to navigate this type of learning at home with little to no instruction. Let’s be clear, this is not an easy task! Nor is it fair to expect the new homeschool teachers to know how to guide students through multiple strategies in order to develop flexible and efficient thinking. However, if our goal is truly to help students see multiple paths to solving a problem, then why not teach them the way we learned? It’s just another strategy after all.

But, before you jump into showing your children the standard algorithm, think about the words you choose and how you present the information. By declaring that your way is better, or faster, or easier, you automatically undermine all the other strategies that they may have already learned. The truth is, nobody’s brain works in exactly the same way and for some kids, using number bonds, place value charts, or visual representations are going to be the most beneficial methods at this moment in time. Knowing that there is another strategy out there, one that involves regrouping (please don’t call it carrying! You’re not taking it anywhere!) is, however, still beneficial.

When working with your child, first, take a deep breath. This is going to take some patience! Begin by offering to show them the strategy that works best for you. Take some time to explain the process you use when adding/subtracting/multiplying/dividing numbers. These students are used to being told WHY they are doing something, so they’ll likely have questions. Have them try your method out a few times and then they can try out their current favorite method as well. Giving students the opportunity to see the similarities and differences in the methods will help to solidify the concept for them. Older students will likely start to make the connection that the standard algorithm that we recall so easily is simply a shorthand version of the place value method they are using.

Let’s be honest, none of us have a lot of time to devote to this right now, so don’t panic: there are some fantastic free resources available like Khan Academy, that can help you through this with digestible how-to videos for grades K-12 covering all topics imaginable. And don’t forget that you can always reach out to your child’s teachers for advice: they will want to support you because they know that their students (fingers crossed!) are returning to their classrooms and so they have a vested interest in supporting continuity of learning.

Written by Alissa Helgesen | Math & Workshop Specialist at Keating Quigley

Distance learning: friend or foe?

As March 2020 made its debut on the calendar and news of a virus from China was buzzing, many of us were in disbelief - it won’t come here, to the United States. And then, it very quickly became apparent that not only was the virus here in full force, but schools, along with all non-essential businesses (even professional sports) nationwide would be closed - for a firm two weeks, possibly longer. That was over 150 days ago. This is when the nation was introduced to distance learning (DL). As quickly as physical schools closed, distance learning classrooms opened in people's bedrooms, living rooms, closets and for some, even cars.

photos of mom and son distance learning at laptop and student desk at home

And now, late summer 2020, we educators reflect on our role, and the roles of our students and their parents who were quickly forced to become teaching assistants. And where have these reflections led us? In light of the assumption that school will feel very different in the fall, we ask:

  • What worked well?

  • What felt challenging?

  • Where do we go from here?

One important observation sheds light on the fact that systems became vital during distance learning. Time management, executive functioning, and daily organizational skills were three of the biggest challenges for students as they began their independent learning journey in the spring. For many students, the real hurdle was logistical rather than content.

Suddenly, a new layer of complexity was added to the learning process; not only did students have to figure out the when, where, why and how in order to complete the assignment, but also how to submit it in order to receive feedback and/or a graded evaluation. Parents were equally challenged in this area, highlighting how vital these life skills are. Overnight, the void of those spontaneous student-teacher interactions (which had been taken for granted up until now) also became obvious. Students were missing out on the invaluable opportunities to check in with their teachers throughout the day whether in the classroom in the hallway or at lunch.

So where do we go from here? Supporting our students in developing strong organizational systems will help them in the classroom or while engaging in distance learning. In prepping for the fall (and a possible round two of quarantine), many teachers are focusing on how to simplify access to content and still uphold rigor, academics and the social emotional aspects of learning regardless of whether we are at home or on campus.

The importance of Systems. When physically in school, systems entail organizing and packing a backpack the night before, making sure computers are charged, pencils are sharpened and notebooks are ready. In distance learning, however, systems become the ability to read sequential directions, click links where needed to access class content, log in to relevant sites, remember passwords, and so on. Although it sounds easy, it can be challenging. As new ‘teacher assistants’, parents need guidance.

Here are my suggestions to help your child become independent and successful in school, and parents can - hopefully - find some peace of mind:

  • Consider Preparation: Before the semester/school year begins, invest time in understanding your child’s school websites, where they locate assignments, how your child is accessing content/lessons, assignments. Some research to consider:

    • How do the websites work?

    • Are parent passwords needed as well as student passwords?

    • Are you on appropriate email distribution lists?

    • Are you on too many email lists - can you unsubscribe from unnecessary ones?

    • Do you have access to review when the student is ‘stuck’?


  • Consider Advocacy: Empower your child to ask qualifying questions of his/her teacher when distance learning. This might include an email to a teacher or a request for an independent Zoom session - a smaller setting where your child can ask a teacher to clarify what type of organizational methods are being used for the class work. “How do I best retrieve assignments, readings, videos, etc…” Feel free to request a “cc” on this email or even join in the Zoom call. Understanding how things work in the beginning of the semester or school year will help your child for the future, and empower him/her to speak to adults and understand his/her rights as a student.


  • Consider Communication: Share candid and diplomatic feedback with the teacher and school (polite questioning is always appreciated: are all the “clicks” necessary to find content? Are there any shortcuts we can take? etc.) Know that teachers do not want their students spending more time figuring out instructions than actually engaging in work, but sometimes a fresh set of eyes is needed to point out the complexities of what they’re doing.


  • Consider Peer Study Pods: Have your student identify a few reliable peers from their class to check in with on assignments before going to the teacher. Checking for comprehension with friends can boost confidence, help toward self advocacy and create collaborative ways to learn. It can also create a fun social network when quarantining.


  • Consider Experimentation: If you can’t find an answer one way - try another. First, remind your child to reread directions carefully; we all fall victim to rushing through directions at times. Next, support your learner through practicing “trial and error” when trying to locate assignments or information from school. Kids are skilled at this when figuring out various online games, social media, photo apps, etc. Now, show them how this can work to their advantage when learning from a distance. It might be frustrating at times, but learning to figure things out on their own will ultimately foster independence.


  • Consider Setting Up An At-Home Classroom: Work with your child to set up a home “classroom” where focus can take place. Where is a good place in the house to work, outside their bedroom? What supplies will your child need? Headphones, quiet space, and Wifi, of course.


  • Consider Fun: Although distance learning can seem isolating, it has also gifted us with a few extra hours a day. Try using this “gift” to encourage physical activity, a walk in the neighborhood, riding bicycles, playing in the yard, taking time to engage with pets, learning to cook. If time permits, read and draw with your child, and as I’m sure many of you have done already - return to board games.


Distance learning isn’t all bad…At times, distance learning can feel challenging and concerning, especially when it comes to content and a fear that our children will fall behind academically. However, consider the unexpected benefits. It forces students to:

  • Be more independent and try things on their own

  • Encourages them to figure out new organizational structures to support their learning

  • Mandates self advocacy and communication skills

  • Nudges them into practicing trial and error on their own

  • Provides flexibility of time


These are all skills that brick and mortar schools try to instill daily, albeit face to face. But should we revert to distance learning in the fall, students will need to be more independent and pay closer attention to the process in order to access content. And who knows, it might just better prepare our students for “the real world” and the anticipated 21st century skills schools have been working toward all along?

Written by Anne O'Reilly Connerty | Essay & Workshop Specialist at Keating Quigley