Can't speak for my own kids (yet), but personally I was able to hold my interest in math through my teens for 2 reasons:
1. I had some good teachers who showed (glimpses) of the how and why, not just the "what", so it helped math feel like it made sense, rather than being just facts and calculating algorithms to memorize. One demo that left a particular impression on me was the teacher asking us to go around the unit circle in increments of 10 degrees and plot the ratio of the opposite side and hypotenuse of the inscribed right triangle. Watching the sine function -- until then some mysterious thing that just existed with no explanation or context -- materialize in front of me on graph paper was magical.
2. I was shown that math is useful. In another great high school demo, the teacher assigned every student a length, width, and height, to be cut from construction paper and taped together in a box. After we were done, we laid out all the boxes together and computed their volumes. Then the teacher worked through the calculus on the board to figure out the dimensions of the box with the highest possible volume, given that fixed amount of construction paper. That was a really big moment for me, because until then I "hated" math, being a silly waste of time messing around with numbers and shapes just for the sake of doing it.
1. I had some good teachers who showed (glimpses) of the how and why, not just the "what", so it helped math feel like it made sense, rather than being just facts and calculating algorithms to memorize. One demo that left a particular impression on me was the teacher asking us to go around the unit circle in increments of 10 degrees and plot the ratio of the opposite side and hypotenuse of the inscribed right triangle. Watching the sine function -- until then some mysterious thing that just existed with no explanation or context -- materialize in front of me on graph paper was magical.
2. I was shown that math is useful. In another great high school demo, the teacher assigned every student a length, width, and height, to be cut from construction paper and taped together in a box. After we were done, we laid out all the boxes together and computed their volumes. Then the teacher worked through the calculus on the board to figure out the dimensions of the box with the highest possible volume, given that fixed amount of construction paper. That was a really big moment for me, because until then I "hated" math, being a silly waste of time messing around with numbers and shapes just for the sake of doing it.