Ask employers what skills are desired in graduates and you will not see academic competence at the top of the list. In schools we talk about creating life long learners and similar qualities but the major focus in the 7+ K-12 schools in which I have served is academics, or more appropriately grades as a proxy for academic mastery. Add to this the focus on exit exams for graduation and you see major disconnect between the desired outcomes and the focus.

I have taught math at 5 colleges or universities and have seen first hand students struggle with content but also with independent study skills. Manchester Community College in Connecticut conducted a survey of students and asked students to cite reasons why students struggle in their classes. The second most commonly cited responses by students themselves is that students don’t know how to study (see below). In high school we talk about study skills. Teachers will share they expect students to be independent but often the focus is on academic mastery and not the study skills.

At Manchester Community College I serve as an instructor at a highly successful (based on objective outcomes) bridge program for first generation students. A major emphasis is a focus on student academic discipline with a mantra that discipline is the bridge between goals and accomplishment (see below). Learning how to BE a good math student, especially academic discipline, is as important as developing the prerequisite skills to be successful. This could be a major focus in the IEP for students who have a goal of college or post-secondary training..

Students in math often believe they should know exactly what to do to complete a problem. If not they think they cannot do the problem. Effective math students have learned how to tinker with a problem until they find a path. This is called academic discipline.

I use a maze as an analogy. When we work through a maze we hit roadblocks. When we do, we back up and try something else. That is how to do math.