Moving Beyond Memorization: Fostering Authentic Math Thinking
As a high school math teacher, I’ve lost track of how many times students follow a procedure perfectly one day and then forget it the next. They can imitate steps, plug in numbers into formulas, and produce answers, but when faced with a new type of problem, they hesitate. This disconnect isn’t because they’re “bad at math.” It’s because too often, math instruction relies on memorization rather than genuine thinking. The Problem with Mimicking In too many classrooms, students depend solely on recall, using the same strategy for all problems regardless of its appropriateness. While memorization has its role, it shouldn't be the final goal. Without deeper engagement, students miss out on the flexible and creative aspects of mathematics that help them solve real-world problems and face new challenges with confidence. Three Levels of Questioning The solution? If we want students to genuinely understand and remember mathematical concepts, we must be deliberate about the types of...