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Not surprisingly, jobs in AI are the fastest growing of any in the country, with a 59 percent increase in job postings between January 2024 and November 2024. Yet we continue to struggle with growing a workforce that is proficient in STEM. 

To fill the AI talent pipeline, we need to interest kids in STEM early, particularly in math, which is critical to AI. But that’s proven difficult. One reason is that math is a stumbling block. Whether because of math anxiety, attitudes they’ve absorbed from the community, inadequate curricular materials, or traditional teaching methods, U.S. students either avoid or are not proficient in math.  

A recent Gallup report on Math Matters reveals that the U.S. public greatly values math but also experiences significant gaps in learning and confidence, finding that: 

• 95 percent of U.S. adults say that math is very or somewhat important in their work life 
• 43 percent of U.S. adults wish they had learned more math skills in middle or high school. 
•  24 percent of U.S. adults say that math makes them feel confused  

Yet this need not be the case. Creative instruction in math can change the equation, and it is available now. The following three examples from respected researchers in STEM education demonstrate this fact. 

The first is a recently published book by Susan Jo Russell and Deborah Schifter, Interweaving Equitable Participation and Deep Mathematics. The book provides practical tools and a fresh vision to help educators create math classrooms where all students can thrive. It tackles a critical challenge: How do teachers ensure that all students engage deeply with rigorous mathematics? The authors pose and successfully answer key questions: What does a mathematical community look like in an elementary classroom? How do teachers engage young mathematicians in deep and challenging mathematical content? How do we ensure that every student contributes their voice to this community? 

Through classroom videos, teacher reflections, and clear instructional frameworks, Russell and Schifter bring readers inside real elementary classrooms where all students’ ideas and voices matter. They provide vivid examples, insightful commentary, and ready-to-use resources for teachers, coaches, and school leaders working to make math a subject where every student sees themselves as capable and connected. 

Next is a set of projects devoted to early algebra. Significantly, research shows that how well students perform in Algebra 2 is a leading indicator of whether they’ll get into college, graduate from college, or become a top income earner. But introducing algebra in middle school, as is the common practice, is too late, according to researchers Maria Blanton and Angela Gardiner of TERC, a STEM education research nonprofit. Instead, learning algebra must begin in K-5, they believe. 

Students would be introduced to algebraic concepts rather than algebra itself, becoming familiar with ways of thinking using pattern and structure. For example, when students understand that whenever they add two odd numbers together, they get an even number, they’re recognizing important mathematical relationships that are critical to algebra. 

Blanton and Gardiner, along with colleagues at Tufts University, University of Wisconsin Madison, University of Texas at Austin, Merrimack College, and City College of New York, have already demonstrated the success of an early algebra approach through Project LEAP, the first early algebra curriculum of its kind for grades K–5, funded in part by the National Science Foundation.  

If students haven’t been introduced to algebra early on, the ramp-up from arithmetic to algebra can be uniquely difficult. TERC researcher Jennifer Knudsen told me that elementary to middle school is an important time for students’ mathematical growth. 

Knudsen’s project, MPACT, the third example of creative math teaching, engages middle school students in 3D making with everything from quick-dry clay and cardboard to digital tools for 3D modeling and printing. The project gets students involved in designing objects, helping them develop understanding of important mathematical topics in addition to spatial reasoning and computational thinking skills closely related to math. Students learn concepts and solve problems with real objects they can hold in their hands, not just with words and diagrams on paper.  

So far, the evidence is encouraging: A two-year study shows that 4th–5th graders demonstrated significant learning gains on an assessment of math, computational thinking, and spatial reasoning. These creative design-and-making units are free and ready to download. 

Math is critical for success in STEM and AI, yet too many kids either avoid or do not succeed in it. Well-researched interventions in grade school and middle school can go a long way toward teaching essential math skills. Curricula for creating a math community for deep learning, as well as projects for Early Algebra and MPACT, have shown success and are readily available for school systems to use.

We owe it to our students to take creative approaches to math so they can prepare for future AI and STEM professions. We owe it to ourselves to help develop a skilled STEM and AI workforce, which the nation needs to stay competitive.