A totally unexpected post about math.

Yesterday was my first day at "work" (really just paperwork and review of materials) at Huntington Learning Center in Glen Allen. Training basically consisted of my supervisor handing me four humongous binders with lesson plans and teachers' notes for each section of the SAT (reading, writing, math) plus a vocab section, and instructing me to read them. So I spent four and a half hours doing that.

Then I returned later in the day to witness some tutoring in action. My supervisor had already told me I would be working with one of the most experienced tutors, which was definitely the case -- he was softspoken but effective and obviously knew the subject material backward and forward. While he worked one on one with a student, I followed along in my teacher's manual, watching him effortlessly transition between sections and alternate between explanations and having the student work through problems on her own. It was really impressive how well he communicated with the student.

After their two-hour sessions was over, he asked me if I had any questions or concerns. All the reading and writing material is straightforward and easy to understand, and the Huntington strategies are simple to remember, especially with the teacher's edition in front of you. But it's been a long time since I've done SAT-level math (that's Algebra I and II and Geometry, more or less) so I asked if we could review some of that.

Now let me say, I am not good at textbook math. I've never found it particularly interesting, and the way math was taught to me in high school was as a series of increasingly abstract concepts, making it difficult for visual-learner me to grasp the connection between strings of numbers. I've always been kind of ashamed of this, because I'm an intelligent person (I have a BA from a great public school! I speak two languages! I read books about epidemiology for fun!) and I should be able to read a textbook and intuitively grasp the principle behind the problems. Generally it is not so.

The tutor I was shadowing had a different approach. I've done plenty of basic math in handling the books for the Wine Guild this past year, so I asked if we could skip to functions and (gulp) quadratics. I basically remembered functions, which we renamed "function machines" because you put one set of numbers in and get another set out, which I liked. Then we started graphing stuff, which made my head spin a little bit, so I'm going to look my notes on at that more today. But I remember it making sense at the time!

Oh, and then we talked about circles. I discovered I still know all the formulas for finding area, circumference, etc, but I never had any idea why those rules worked. We talked about a simple one, finding the circumference (2pi*r or pi*d). He explained, with a diagram, that if you imagine the diameter like a string, and you take the string and start wrapping it around the circle, it always goes around 3.1415.... times! No matter what size of circle you have.

I almost fell out of my chair. And then he said, "you're going to learn so much math here."

Voila, the different between memorizing the formula and understanding the concept.

I can't wait to figure the rest of the math out so I can start showing other people how to do it! They sent me home with a workbook ahead of my second shadowing session tonight. So this morning I'm voluntarily doing math homework. Craziness.

Up next: a possible weekend in Charlottesville, the ongoing quest for a new barn, and my birthday.