In school, students are taught how the English language works, from understanding letter sounds to memorizing SAT vocabulary words. When a basic foundation of literacy and grammar are established, students learn to analyze English literature, the product of these elements. They apply their knowledge of linguistic tools and understand how they make literature artistically alluring. From Shakepere to Orwell, students appreciate the craftsmanship and profundity of language.

Early math education can be described with a similar progression. However, when it comes to the application of students’ tools and the appreciation of their utility, the math literature, there is great lack. Math educators must highlight how the technical tools of math add value to students’ life. I like to do this by thinking about the topic in the context of things my students care about. For example, if my student is interested in video game design, I might explain how derivatives are used to calculate the rate of change of an object’s position, allowing for smooth and realistic character movements. Or for the student interested in sports: how derivatives can help analyze the changing velocity of a ball during a game, enabling a better understanding of the ball’s trajectory and optimizing strategies for shooting. And for the student that just “can’t ever see themself using this,” I encourage them that learning math is learning a way of thinking, full of logic and problem solving. 

It is students’ understanding of the why behind what they’re learning that builds appreciation, awe, and curiosity for more. It’s time we teach math literature, along with math language. In doing so, we will foster more engaged, creative, and capable mathematicians.