The arithmetic curse refers to a common phenomenon experienced by many students when learning mathematics. It is a term coined to describe the difficulties and struggles that individuals face when trying to understand and solve mathematical problems. The curse often begins in the early years of education, where students are first introduced to basic mathematical concepts and operations. As they advance through the grades, the complexity of these concepts increases, and so does the difficulty of their understanding. One of the main reasons behind the arithmetic curse is the abstract nature of mathematics. Unlike other subjects where the content can be visualized or observed in the real world, mathematics deals with numbers, symbols, and equations that may not have an immediate tangible presence.
3) Other discipline connections: There are a few pages in the book that create problems from ELA, Phys.Ed, & Art. Students can create their own math problem from any other discipline that they are currently learning about, turning all subjects into math problems.
At a center or in a small group with multiple copies of the book , students pick one page layout 2 pages side by side and look up every unknown concept on the page and summarize explain it. This bundle includes over 80 6th grade math activities, including 6th grade math task cards, math games, math scavenger hunts, review activities, and more.
Unlike other subjects where the content can be visualized or observed in the real world, mathematics deals with numbers, symbols, and equations that may not have an immediate tangible presence. This abstract nature makes it challenging for many students to grasp and apply mathematical concepts. Another factor contributing to the arithmetic curse is the pace at which mathematics is taught in schools.
The arithmetic curse
Essential Questions for students (objectives): How can you look at life through the lens of mathematics?
Supplies: Math Curse by Jon Scieszka & Lane Smith, KIQ handout, post-its or journal, computer access, research rubric
Instructional format: Whole group discussion & small group or center work
Time needed: 20 minutes – 60 minutes
Vocabulary for Word Wall: (the vocabulary in this book is very rich and abundant, so it may use the words you already have on your word wall OR the new words can be developed on the KIQ handout)
Description of Lesson:
Possible whole group lessons –
1) Teacher reads Math Curse from start to finish at the beginning of the school year as an introduction to the class. The question that is posed before the reading, “How many of the problems discussed in the book do you already know how to solve?” After the reading, have students share which problems they feel confident solving and which were totally foreign (they can put them on post-its or in a journal). Remind them that is what will happen throughout the year (they will know some things and not other) and that you are putting a math curse on them so that they become problem-solvers and see math everywhere! At the very end of the year, read the book again. How many of the problems can they solve now? What activities did you do throughout the year that are mirrored in the book?
2) Handout the KIQ handout. Tell students that when you read the book to them, that they are to fill out the columns as they are listening (what I already know, what I’m interested in finding out more about, what questions do I have about what I hear). They need to pay attention to vocabulary, including names, in order to respond on the handout. After the reading, have students share in partners what they put in the I and Q column. Then, they should rank the top 3 things that they are interested in finding out more about. Students can either work alone or in pairs if they have similar interests. Students can research their top question focusing on the following:
a. What is this unknown math concept and how would you explain it to others?
b. How does this math concept tie into math we are doing in our class or in a previous math class?
c. What additional questions does this math concept generate for you?
Students present their findings/concept to the class either in small groups or as a full class presentation (on posters or through rotations). Read the book again with the new knowledge of the unknown concepts and have students look for what they notice with more background information.
Small group/centers lesson –
1) Teacher reads the Math Curse to the whole class. At a center or in a small group (with multiple copies of the book), students pick one page layout (2 pages side by side) and look up every unknown concept on the page and summarize/explain it. They analyze the picture and the mathematics involved – how does it relate to the text on that page? Then, students explain how the page relates to the math they have learned so far in class. When picking pages, they can also use the front and back cover and the inside covers and book sleeve (there is a lot of math there too).
2) Teacher reads the Math Curse to the whole class. Students create a 2 page layout (side by side) that could have been added to the book, including an illustration, that uses the current math learned in class. Make sure that the new pages fit the book and could be dropped anywhere in the story!
Technology Extension: Students can create their Math Curse page on a computer and save it as a PDF. These PDFs can be entered into a digital flip book (flipsnack.com) and then be projected for the whole class to solve or used in a center for students to work on.
Interdisciplinary connections –
1) How-to (procedural writing) writing. Using the page about cereal for breakfast, have students practice how-to writing with any procedure (making a PB & J or brushing their teeth) and then with regards to a math problem.
2) Art connections – have students examine art from Kandinsky or Piet Mondrian and see how they could incorporate the illustration into a page and then write up the mathematics as part of the story.
3) Other discipline connections: There are a few pages in the book that create problems from ELA, Phys.Ed, & Art. Students can create their own math problem from any other discipline that they are currently learning about, turning all subjects into math problems.
Assessment (Acceptable Evidence): Math Curse Research Rubric for a question students research and present to the class. If students create their own page, they can have another student solve the problem on the page.
The questions are both challenging and fun for students to try after reading the book. I usually have students work in partners to answer as many of the questions as possible and include a small prize for the group with the most correct! An answer key is included.
Due to time constraints and curriculum requirements, teachers often have to cover a large amount of material in a limited timeframe. As a result, students may not have enough time to fully understand and internalize each concept before moving on to the next. This can create gaps in their understanding, leading to confusion and difficulty in applying those concepts later on. Furthermore, the way mathematics is taught can also perpetuate the arithmetic curse. Traditional methods of teaching often focus on memorization, repetitive exercises, and rote learning. These methods may not engage students or help them develop a deeper understanding of mathematical concepts. As a result, students may struggle to connect the dots and apply their knowledge to problem-solving. The arithmetic curse can have detrimental effects on students' self-confidence and motivation. Frustration and anxiety can build up when they continuously struggle with mathematical problems, leading to a negative perception of their own abilities. This, in turn, can discourage them from actively participating in math-related activities and further hinder their progress. To overcome the arithmetic curse, it is crucial to adopt effective teaching methods that promote conceptual understanding and critical thinking. Teachers should focus on providing real-life examples, engaging activities, and interactive learning experiences to make mathematics more relatable and enjoyable for students. Furthermore, individualized instruction, extra support, and opportunities for practice can help students overcome their difficulties and build their confidence. Overall, the arithmetic curse is a common challenge faced by many students when learning mathematics. However, with the right teaching strategies and support, it is possible to break this curse and create an environment where students can thrive in their mathematical journey..
Reviews for "The Arithmetic Curse: Addressing Gender Disparities in Math Achievement"
1. John - 2 stars - I found "The arithmetic curse" to be highly disappointing. The story was slow and lacked any suspense or excitement. The characters were one-dimensional and unrelatable, and I found it hard to care about their struggles. Additionally, the writing style was uninspiring and felt like a chore to read. Overall, I wouldn't recommend this book to anyone looking for a captivating read.
2. Sarah - 1 star - I couldn't wait for "The arithmetic curse" to end. The plot was convoluted and confusing, and I found myself constantly getting lost in the jumble of events. The pacing was also off, with long stretches of monotony followed by sudden bursts of action that didn't make much sense. The author's attempt to incorporate mathematics and mysticism into the story fell flat, and instead of adding depth, it just made things more complicated. I would advise skipping this book and finding something better to read.
3. Michael - 2 stars - "The arithmetic curse" had an interesting premise, but it fell short in execution. The concept of a curse linked to mathematical operations intrigued me, but unfortunately, the story failed to live up to its potential. The characters lacked development, and their motivations were unclear. The dialogue felt stilted and unnatural, making it difficult to become invested in the story. Overall, I was left feeling unsatisfied and wouldn't recommend this book to others.