#366: The Math Day


person holding black and grey pen

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Math days aren’t fun. I don’t know math as well as I used to; I don’t remember the formulas for completing long division and advanced multiplication on paper. I just complete them in my head, and I do it the long way. If I’m multiplying 60 * 510, I’ll multiply 60 * 500 first and add 60 * 10 to the end of it. It’s just easier for me to do things that way, even if it’s more complicated in the long run. Being able to complete that level of complicated math just isn’t part of my day to day life, and if I need to figure something like that out, I just google it instead. It’s tough to justify teaching quantitative literacy in our current world environment, although it is important regardless.

Math days aren’t fun because I have to pretend to know more math than I actually know. I have to walk around and help people who need help, when in reality I’m the person who needs help on this stuff the most. It’s a bit complicated, having to learn and relearn and remember what I was taught in middle and high school, then teaching that back to other people. It all happens pretty much on the spot, regardless of what else I’m doing. I have to think on my feet, adapt to whatever situation is presented in front of me, and move quickly, especially because I’m in mostly unfamiliar territory. I don’t normally work in the math room; more often than not, I’m either in the computer lab, the humanities room, or between 4th and 5th grade. My schedule doesn’t allow me to spend much time in either math or science, so thankfully I’m not usually expected to know those subjects as much as I have to know and follow along with humanities. That’s just one of the perks of my job.

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