• Did you encounter any of these myths in your own experience with Math education as a student? If so, which ones?

There are a few of the myths that I have encountered, not only as a student, but I’m seeing these in colleagues when they teach.

1. There is always one best way to do a math problem.

2. It’s wrong to count on your fingers.

• What has happened since to dispel or perpetuate your understanding of the myth?

I was always taught how to do math problems one way, but as I continue in my career, I’m finding that students who struggle often find it helpful to have things explained to them another way. A colleague of mine wants me to teach students a certain way to work with fractions, so that when they get to her they are used to doing it that way. But I have found that as long as they understand the process and are finding the answer, there usually is more than one way to solve the problem.

I have heard many math teachers complain that students in middle school and high school are still counting on their fingers. In fact, I used to be one of those teachers who would complain, but this goes along with the myth that there is only one way to do the problem. Some students need the visual of their fingers to help them add or subtract. Right now my daughter is learning addition and subtraction facts in 2nd grade and I have told her that if she needs to use her fingers to help count up or down, then she should go ahead and do that.

• How can you help dispel any of these myths for your students?

I can encourage students to figure out why we are solving problems, not just emphasize to them that they need the right answer. I need to tell students that there are different ways of solving problems and to encourage them to think of more than one way to solve a problem. This will help with their critical thinking skills as they get older.