If the career college I work for cared about assigning teachers to courses based on the teachers' strengths and interests, I would be teaching marketing, management, and PowerPoint. But that is not how it works in the career college world. Are you warm? Are you breathing? Do you have the proper credential, according to the accrediting agency and the State of Oregon? Then you can teach the class. (Here are the textbooks! Good luck!) It's a good thing the person who hired me didn't know about my sad history with numbers. She might not have hired me. And I would still be driving the short bus in Gresham. (Another story.)
At age seven, I was confounded by subtraction. At age eight, I was demoted to the hallway until I could tell the story of the big hand and the little hand. In high school I survived algebra and geometry because I had great teachers. I swore I would never again tax my brain with numbers. Not long after, I overdrew my first checking account.
When the whole thing tanked, I went back to college (on my credit cards), starting with introductory algebra, and worked my way up to calculus. I know, crazy, huh, me doing calculus. I have no idea what calculus is or what it is used for. I'm pretty sure I didn't know then, either, but I guess I learned enough to pass the class. I believe that was the pinnacle of my mathematical achievement.
I had a few more traumatic episodes (statistics, finance, economics, and operational management), but somehow I managed to fool everyone long enough to pass the courses. Eventually I came out the great meat grinder of higher education, AKA Cal State LA, with an undergraduate degree in Business Administration. Yay me. After graduation, I was like the runner who rests after cresting the hill. My brain relaxed and got fat.
In the years since, I would pretend to understand math, but it was all a sham, a masquerade to avoid shame. Every now and then I would get caught out in a math faux pas, usually something to do with calculating a restaurant tip. So embarrassing. Then my brain would shut down completely while my body frantically tried to remember how to breathe. Yep, there's nothing like a good public shaming to make you feel alive.
And now I'm teaching math. If it weren't so tragic, it would be hilariously ironic. It's tragic that my handful of students aren't being taught by someone who really knows and cares about numbers. But then, it is hilarious, because it is a self-paced class, where the students teach themselves from a cute little textbook. When they get stuck, I just read the words out loud over their shoulder. They don't take time to read the instructions, so when I read it aloud, they are, like, oh yeah, I get it now. I look like I know what I'm doing! Fooled them again!
Actually, compared to my students, I know more than I think I do. I can round numbers with ease, whereas they are perplexed by the whole idea. Round $9.39 to the nearest dollar? Wha—? Well, would you rather spend $9.00 or $10.00? As soon as I put it in terms of their money, they get it. Estimating, though, forget about it. They don't see the point, so they refuse to try. Why should we estimate, we have the calculator!
Last week one of my students, a tiny long-haired barely-post-teen girl whose parents I suspect are fairly well off, looked right up at me and said, “I can't do any math in my head. I don't even know how to multiply!” She sounded proud of it. I was thinking to myself, I can't either, but that's because my brain is old and fat. You can't do it because you are young and stupid. I didn't say it. At least I can say I used to know how to do math in my head. I even once could do calculus, whatever that is. I guess that qualifies me to teach business arithmetic at a career college.
Hell, it beats driving the school bus.
