What are some of those ways that you feel like teachers can help those students or empower those students to kind of get over that hurdle and get to that moment where it's like, I get it now. It makes sense.
we don't need to be producing human calculators anymore. So what we need to be producing are very thoughtful people who can reason through the mathematics, who can figure things out, he can problem solve
If you've ever tried to teach math to your child or anyone for that matter, you know that it's oftentimes much easier said than done. And that's why it's critical that as educators, we continue to develop our teaching strategies to meet the needs of our students.
To talk more about this with us is Doctor Angela Barlow. She's a professor of mathematics education and the dean of the college of Education and Professional Studies at the University of South Alabama. Also a graduate of Lounds Academy and I say member school. Doctor Barlow, thank you so much for being here.
And, before we continue, I want to make a note that the quick bio that I just read off, it only scratches the surface of the expertise that Doctor Barlow brings to the table. So let's just be very clear here. I would spend all day reading the accolades and the experience that you have. So, And that's why it's so valuable, I think, for us to bring that expertise to our listeners, to the, HSA and, and hopefully help some of our teachers really kind of get, a good foothold on some of these, topics that we're gonna be talking about.
So, before we get into some of those topics, tell me a little bit about yourself, where you got started in teaching. Teaching? Excuse me. How many years of experience you have in the classroom? And, also at the, administration level as well?
Well. And the teaching aspect of things, it's really interesting because it seems just from looking at your your lengthy resume here, I mean, you've taught really at almost all levels, in education, whether that's grade school, high school, and then also, within higher education as well, and advocating for that.
I think, talk a little bit about how your experience in the classroom impacts or guides, maybe some of that work that you mentioned as far as, applying for grants, teaching teachers, how does that experience guide you through all of that?
And a lot of your experience and your insights have also informed, a pretty big piece of legislation within the past few years here in Alabama, the Alabama Numeracy Act. Really, that whole piece of legislation is really just designed to spur, growth.
I believe, as far as, teaching math and really just finding innovative ways to improve student performance, because it really is no secret that Alabama is lagging behind the rest of the nation when it comes to math. Math scores. How would you describe, the state, I guess, of math performance right now in Alabama?
But then also specifically how this, Alabama, Alabama numeracy, excuse me, is going to address that issue.
Yeah, absolutely. Student success. Student achievement is certainly the primary focus here. And of course, we're focusing a lot on the on the teacher aspect of things right now.
But but yes, that end goal is the thing that is that's we got our eyes on the prize with that. And and when you look at some of these different steps, and some of the things that you mentioned, that the Alabama Numeracy Act seeks to accomplish here, I mean, I won't lie, it can seem maybe a little daunting for all of the steps that need to be taken, all of the, development that teachers need to undergo, principals, heads of school as well.
What encouragement can you offer to maybe some of those folks who are looking at this? And it's it's like a grocery list of big things that maybe feel like insurmountable, or that, oh my goodness, it's going to take two, three, five plus years to achieve what they're asking. What encouragement do you have for those people?
Well, it's certainly going to be valuable, I think, for folks to be able to attend, you know, gatherings like that, to really learn from each other.
Because I do feel and you as an educator for so long could probably attest this. Perhaps sometimes it's easy to get or feel isolated, in whatever your field is, where it's it's you. Maybe you feel a little bit on. I like, like, am I doing a good job? Like, my students are struggling or some are doing well?
Am I doing what I need to be doing? Am I giving them the best, that I have to offer? So, that these learning opportunities are so critical and, when we talk about all of this as well, when students are at that high school and that post-secondary level, math is something where you really have to already have that foundation set that you can't be teaching a lot of the basics that that are you know, that you learn in those earlier.
Great. So talk a little bit about how the numeracy act and then also some of these, development sessions that you've been a part of, want to address that early learning period, those first few years in school and how that really can set students up for success later on.
Well, and it's really interesting with math specifically. I know sometimes people are thinking it's math. It doesn't ever change. It's the same. It's been the same. And I but but but but it's not but it's not. And so that was one thing I wanted to ask was how? Well, when you talk about all this professional development for teachers that is so critical and tell us why, like when you started, when you first started out in your teaching career to today, what are some of the big differences that you feel like out there as far as how, teachers teach and students learn?
The subject of math.
Yeah. And of course, that, you know, principle can really be applied to all areas of life.
Really. Not just math, problem solving, finding out new ways to engage with our the task at hand and really being able to kind of broaden our horizons and think about things in different ways, which is really, an interesting thing that I feel like you've been able to accomplish. And it's something that I myself have actually seen, firsthand.
You mentioned the professional development with the I say, in our ignite professional development, for math teaching strategies, down in mobile at UMS. Right. And, I sat in on the first session of that, a couple months ago, I believe. And, it was really interesting seeing how it's not just the way that you structured it was it was really fascinating to me.
It's not just you talking at teachers and saying, do this. Look at the board. Do that. It's it's very much, a lead by example. You had students, actual high school students in the classroom. You had them separated in groups, and you presented a problem. We don't get into the fine details of it, but you presented a problem to them, and it was interesting to see how you were able to really engage with each group wherever they were.
And, take those different perspectives. Like you mentioned, a is that something that you feel like should be really one of the main takeaways for teachers right now is to find out where students are as it relates to the problem that they're trying to solve, and then trying to help them and walk alongside them and expand upon some of those basic concepts to then really achieve the ultimate goal, which is to, hey, this is the answer, you know, and here's why.
It's basically what I'm getting at. Talk a little bit about how you try to engage with students both, in a collective classroom setting, but then also individually, what are some of the challenges and how does that look like?
Well, and it's a it's a difficult process sometimes to really impart that, that mindset, problem solving. But but as difficult as it can be sometimes, it certainly is worth it. As you just described. Now, I'll speak from my experience, harkening back to my days in school. I remember statistics was something in college.
Man, I hated statistics. I did not get it. It was just not my thing. But what would be your advice to those teachers out there who had a student like me who, you know, you know, kept hitting those roadblocks, kept maybe hitting that frustration as far as trying to learn some of these concepts at any level, really.
What are some of those ways that you feel like teachers can help those students or empower those students to kind of get over that hurdle and get to that moment where it's like, I get it now. It makes sense.
What would be your advice? Maybe, perhaps, broadly speaking, here to help students get their
And we can get that feeling
it's very interesting how and what you just described it.
It's it's not this intensive looking over their shoulder like no, no. Yes, yes. Do this. Don't do that kind of a thing. It's hey did you think about that? And then like you just said, walking away. How crazy is that? Because I feel like sometimes it maybe teachers feel like they've got to really just be like, I've got to really walk you and, you know, step by step by step by step.
But it is really fascinating to me how how something as simple as what you described can really be the difference. For students and what they're trying to accomplish and having those goals, like you mentioned earlier, I think it's so important. Not just for teachers, of course, but but helping students set those goals for themselves, particularly at varying levels, of of where they are in that subject, or whatever, concepts that they're learning.
One thing I did want to ask, as we come to the end of our time here, but what sort of resources, whether authored by, yourself or others, maybe teachers can't get to, professional development. Maybe that's just not something that they can get to. Or maybe one that involves you. What resources, would you steer teachers toward that could really help make a difference,
Well, and even if you're not investing dollars and cents necessarily, whether in memberships or certain resources, the investment of time can be oftentimes just as just as valuable. So I definitely want to encourage folks that are listening, our teachers or administrators, to really invest in whatever way that you can invest in, in, in growing yourself and, by extension, growing your students.
So, yeah, which is really what it's all about, like we said. So, doctor Barlow, thank you again so much for coming on the podcast. I really do appreciate it. I appreciate the work that you've been doing. Not just with the HSA, but just really, you know, across the board, across the state, nationally, even, it's really inspiring to see the work that you've been doing.
So thank you for coming on and sharing some of your expertise with our listeners.
we don't need to be producing human calculators anymore. So what we need to be producing are very thoughtful people who can reason through the mathematics, who can figure things out, he can problem solve
If you've ever tried to teach math to your child or anyone for that matter, you know that it's oftentimes much easier said than done. And that's why it's critical that as educators, we continue to develop our teaching strategies to meet the needs of our students.
To talk more about this with us is Doctor Angela Barlow. She's a professor of mathematics education and the dean of the college of Education and Professional Studies at the University of South Alabama. Also a graduate of Lounds Academy and I say member school. Doctor Barlow, thank you so much for being here.
And, before we continue, I want to make a note that the quick bio that I just read off, it only scratches the surface of the expertise that Doctor Barlow brings to the table. So let's just be very clear here. I would spend all day reading the accolades and the experience that you have. So, And that's why it's so valuable, I think, for us to bring that expertise to our listeners, to the, HSA and, and hopefully help some of our teachers really kind of get, a good foothold on some of these, topics that we're gonna be talking about.
So, before we get into some of those topics, tell me a little bit about yourself, where you got started in teaching. Teaching? Excuse me. How many years of experience you have in the classroom? And, also at the, administration level as well?
Well. And the teaching aspect of things, it's really interesting because it seems just from looking at your your lengthy resume here, I mean, you've taught really at almost all levels, in education, whether that's grade school, high school, and then also, within higher education as well, and advocating for that.
I think, talk a little bit about how your experience in the classroom impacts or guides, maybe some of that work that you mentioned as far as, applying for grants, teaching teachers, how does that experience guide you through all of that?
And a lot of your experience and your insights have also informed, a pretty big piece of legislation within the past few years here in Alabama, the Alabama Numeracy Act. Really, that whole piece of legislation is really just designed to spur, growth.
I believe, as far as, teaching math and really just finding innovative ways to improve student performance, because it really is no secret that Alabama is lagging behind the rest of the nation when it comes to math. Math scores. How would you describe, the state, I guess, of math performance right now in Alabama?
But then also specifically how this, Alabama, Alabama numeracy, excuse me, is going to address that issue.
Yeah, absolutely. Student success. Student achievement is certainly the primary focus here. And of course, we're focusing a lot on the on the teacher aspect of things right now.
But but yes, that end goal is the thing that is that's we got our eyes on the prize with that. And and when you look at some of these different steps, and some of the things that you mentioned, that the Alabama Numeracy Act seeks to accomplish here, I mean, I won't lie, it can seem maybe a little daunting for all of the steps that need to be taken, all of the, development that teachers need to undergo, principals, heads of school as well.
What encouragement can you offer to maybe some of those folks who are looking at this? And it's it's like a grocery list of big things that maybe feel like insurmountable, or that, oh my goodness, it's going to take two, three, five plus years to achieve what they're asking. What encouragement do you have for those people?
Well, it's certainly going to be valuable, I think, for folks to be able to attend, you know, gatherings like that, to really learn from each other.
Because I do feel and you as an educator for so long could probably attest this. Perhaps sometimes it's easy to get or feel isolated, in whatever your field is, where it's it's you. Maybe you feel a little bit on. I like, like, am I doing a good job? Like, my students are struggling or some are doing well?
Am I doing what I need to be doing? Am I giving them the best, that I have to offer? So, that these learning opportunities are so critical and, when we talk about all of this as well, when students are at that high school and that post-secondary level, math is something where you really have to already have that foundation set that you can't be teaching a lot of the basics that that are you know, that you learn in those earlier.
Great. So talk a little bit about how the numeracy act and then also some of these, development sessions that you've been a part of, want to address that early learning period, those first few years in school and how that really can set students up for success later on.
Well, and it's really interesting with math specifically. I know sometimes people are thinking it's math. It doesn't ever change. It's the same. It's been the same. And I but but but but it's not but it's not. And so that was one thing I wanted to ask was how? Well, when you talk about all this professional development for teachers that is so critical and tell us why, like when you started, when you first started out in your teaching career to today, what are some of the big differences that you feel like out there as far as how, teachers teach and students learn?
The subject of math.
Yeah. And of course, that, you know, principle can really be applied to all areas of life.
Really. Not just math, problem solving, finding out new ways to engage with our the task at hand and really being able to kind of broaden our horizons and think about things in different ways, which is really, an interesting thing that I feel like you've been able to accomplish. And it's something that I myself have actually seen, firsthand.
You mentioned the professional development with the I say, in our ignite professional development, for math teaching strategies, down in mobile at UMS. Right. And, I sat in on the first session of that, a couple months ago, I believe. And, it was really interesting seeing how it's not just the way that you structured it was it was really fascinating to me.
It's not just you talking at teachers and saying, do this. Look at the board. Do that. It's it's very much, a lead by example. You had students, actual high school students in the classroom. You had them separated in groups, and you presented a problem. We don't get into the fine details of it, but you presented a problem to them, and it was interesting to see how you were able to really engage with each group wherever they were.
And, take those different perspectives. Like you mentioned, a is that something that you feel like should be really one of the main takeaways for teachers right now is to find out where students are as it relates to the problem that they're trying to solve, and then trying to help them and walk alongside them and expand upon some of those basic concepts to then really achieve the ultimate goal, which is to, hey, this is the answer, you know, and here's why.
It's basically what I'm getting at. Talk a little bit about how you try to engage with students both, in a collective classroom setting, but then also individually, what are some of the challenges and how does that look like?
Well, and it's a it's a difficult process sometimes to really impart that, that mindset, problem solving. But but as difficult as it can be sometimes, it certainly is worth it. As you just described. Now, I'll speak from my experience, harkening back to my days in school. I remember statistics was something in college.
Man, I hated statistics. I did not get it. It was just not my thing. But what would be your advice to those teachers out there who had a student like me who, you know, you know, kept hitting those roadblocks, kept maybe hitting that frustration as far as trying to learn some of these concepts at any level, really.
What are some of those ways that you feel like teachers can help those students or empower those students to kind of get over that hurdle and get to that moment where it's like, I get it now. It makes sense.
What would be your advice? Maybe, perhaps, broadly speaking, here to help students get their
And we can get that feeling
it's very interesting how and what you just described it.
It's it's not this intensive looking over their shoulder like no, no. Yes, yes. Do this. Don't do that kind of a thing. It's hey did you think about that? And then like you just said, walking away. How crazy is that? Because I feel like sometimes it maybe teachers feel like they've got to really just be like, I've got to really walk you and, you know, step by step by step by step.
But it is really fascinating to me how how something as simple as what you described can really be the difference. For students and what they're trying to accomplish and having those goals, like you mentioned earlier, I think it's so important. Not just for teachers, of course, but but helping students set those goals for themselves, particularly at varying levels, of of where they are in that subject, or whatever, concepts that they're learning.
One thing I did want to ask, as we come to the end of our time here, but what sort of resources, whether authored by, yourself or others, maybe teachers can't get to, professional development. Maybe that's just not something that they can get to. Or maybe one that involves you. What resources, would you steer teachers toward that could really help make a difference,
Well, and even if you're not investing dollars and cents necessarily, whether in memberships or certain resources, the investment of time can be oftentimes just as just as valuable. So I definitely want to encourage folks that are listening, our teachers or administrators, to really invest in whatever way that you can invest in, in, in growing yourself and, by extension, growing your students.
So, yeah, which is really what it's all about, like we said. So, doctor Barlow, thank you again so much for coming on the podcast. I really do appreciate it. I appreciate the work that you've been doing. Not just with the HSA, but just really, you know, across the board, across the state, nationally, even, it's really inspiring to see the work that you've been doing.
So thank you for coming on and sharing some of your expertise with our listeners.
