Collaborating with Communities to Support Children’s Curiosity and Achievement

by Grace Dávila Coates

“We’re here because I want my child to have a positive attitude toward math.” —FAMILY MATH participant

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hat happens when families come together for events designed to create an evening of fun explorations and activities in mathematics, science, or engineering? If they

are anything like FAMILY MATH (FM) families, they may go away with new ideas to ponder and perhaps some answers. Mostly they leave pondering bigger questions of things often taken for granted. The following stories are examples of my experiences as a class- room teacher, a community volunteer, and as the director of FAMILY MATH.

A Lesson in Collaboration

I had already successfully conducted Family Literacy classes when I attended my first FAMILY MATH class. I came away from it with a renewed commit- ment to bring more learning experiences to my students and their parents. I began by creating a timeline similar to the one provided in the FAMILY

MATH book. Since April is Mathematics Awareness Month, we would conduct the sessions in April as a series of four classes. I invited two parents to help me make a few stations. As we created the stations and collected materials, we assigned ourselves roles for the first class. The principal approved a small budget for refreshments. In class, I asked each child to write an invitation to their parents or caregivers to attend our first class, Tuesday at 6:00 p.m. in the library. On the first night of class, everything was ready. At 6:00 one parent and her

child arrived. At 6:15, three parents and four children joined us. We asked them to try out the math stations and have some refreshments while we waited for the others to arrive. At 6:30 we started our first directed activity with exactly five parents in attendance. We kept our chins up and continued the evening. At 7:30 we sent home the extra pizza and fruit with the few that had shown up. Needless to say, I was so disappointed! At first I blamed the parents. I thought I knew

For an example of a FAMILY MATH activity, visit Synergy Learning’s home page and select “Try This!”

LINE SEGMENT ART

my students’ families, we had great relationships, and most of all, they always showed up for other class events. Why weren’t they interested enough to show up for something that will help their children in math? Didn’t they care? The worst part was that other teachers in the school seemed to know that this was going to happen. I am thankful that no one said, “I told you so.” So, I went back to the drawing board. As I lamented over the low attendance with

another teacher, he said, “When I was kid, I hated math. Most people do, you know. They are afraid of it.” Actually, I had some math anxiety of my own—but hate and fear? Those were pretty strong words. So, I began by addressing the matter in my classroom newsletter in the section titled “Did You Know?” It was short and simple. (See page 20) That week, I called a friend of mine who taught in the local high school. I needed a

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