Now that the school year is underway, many of us are settling back into routines. Early mornings, packed lunches, homework and afterschool activities are once again part of our daily lives. But if you’re anything like me, you’re also noticing a new set of challenges surfacing as expectations rise in the classroom. And for many families, that challenge shows up most clearly in one subject: math.
This year is especially significant because it marks the first full implementation of Maryland’s new statewide comprehensive math policy. As a member of the State Board of Education, I’m proud of the work that’s gone into this. But for many families, math can feel intimidating or even defeating — especially if you’ve ever thought, “I’m just not a math person.”
I know that feeling well. I grew up believing I wasn’t a math person. I never developed a skill that our new policy and standards aim toward: mathematical fluency, which is the ability to recall basic math facts, like times tables, and apply mathematical procedures quickly, accurately and with understanding. While my peers could shout out answers without hesitation, I was counting on my fingers. It took me longer, and I started to believe that meant I wasn’t smart enough. That belief followed me for years and still makes my palms sweat when I approach math with my own children.
You’ve probably heard this before: “This new math is so different from how I learned it, I can’t even help with homework!” Or, “What happened to just memorizing the times tables like 6 times 8 equals 48?” For some, those methods may have worked. But for others, like me, they caused stress without building a strong foundation. Maryland’s revised standards no longer treat memorization as the only path to math success.
One of the most helpful things I’ve learned is how our brains actually process math. There are two main systems involved. Working memory helps us hold and work through ideas. It’s like a juggler keeping multiple objects in the air; the more you toss in, the harder it gets to manage.
Procedural memory helps lighten that load. It stores facts and steps we’ve practiced until they become automatic. When those facts are ready to go, we can focus on understanding the problem, not just recalling the basics. This is why fluency matters. It’s not about speed. It’s about freeing up space for deeper learning.
Maryland’s revised standards reflect research that is not just about memorization and speed. To be clear, quick recall of basic math facts is still important. But how we support children in reaching that goal has changed as research has deepened our understanding. Strategy-based practice builds number sense, improves transfer of knowledge and leads to lasting comprehension.
When students know how numbers work, they are able to reason with them and apply that understanding in real-world situations. They have the confidence to solve unfamiliar problems, explain thinking and make informed decisions. It’s the foundation for all future math learning.
So how do we help our kids build confidence, especially if your palms sweat, like mine?
First, build relationships with teachers. Ask questions, share concerns and stay engaged. Strong partnerships between home and school support real growth.
Second, practice everyday math. Doubling a recipe, calculating a sale price or figuring out when to leave the house all offer chances to reason with numbers. These daily moments reinforce recall by connecting it to real meaning.
Third, open up your thinking. Talk through numbers and ideas, even if you’re unsure. Many of us have complicated relationships with math, but chances are you have a method that works. Share it. Then ask your child how they would solve it, and really listen. This builds confidence and gives them valuable practice.
And when your child asks a math question, remember your role isn’t to have the perfect answer. It’s to model curiosity and confidence. Even if that sounds like, “I’m not sure yet, but let’s figure it out together.”
When you do that, you’re helping them build understanding through practice, learning from your thinking and seeing that you are a math person. Just like them.
Nick Greer is the parent board member on the Maryland State Board of Education. Lyndsey Brightful is director of mathematics for the Maryland State Department of Education.
