"bad at math" is a myth

TL;DR

Many students, including the speaker, struggle with math due to self-doubt and discouragement from teachers, but math is a skill that can be learned and improved with practice and perseverance.

Transcript

i just came back from giving a talk to my old high school and i asked the students whether they thought that they were bad at maths and basically everyone put up their hand i mean i expected a fair few number of hands but not that many which really sucks because i used to think of myself as bad at maths when i was in high school and that really hel... Read More

Key Insights

• 👋 The belief that one is either inherently good or bad at math is detrimental and limits students' potential.
• 🤔 Emphasizing formulaic problem-solving in math education fails to promote critical thinking and creativity.
• ❓ The growth mindset, which recognizes that abilities can be developed with effort, is crucial for success in math.
• 🖐️ Supportive teachers play a significant role in students' perception of their math abilities and their overall success.
• 🧑‍🎓 Math is both creative and rigorous, and students should be exposed to both aspects to develop a well-rounded understanding.
• 💦 Math, like any other skill, requires practice and hard work to improve and reach higher levels of proficiency.
• 👋 The current testing system's categorization of students as either good or bad at math is flawed and limits their opportunities for growth.

Questions & Answers

Q: How did the speaker's perception of their math abilities change over time?

The speaker initially believed they were bad at math in high school but eventually pursued a PhD in math, indicating a significant shift in their perception of their abilities. They recognized that math is a skill that can be learned and improved with effort and perseverance.

Q: Why does the speaker think the way math ability is currently perceived is unhealthy?

The speaker believes the current emphasis on formulaic problem-solving and algorithmic approaches in math education is limiting and fails to promote mathematical thinking and creativity. This narrow focus leads to a negative mindset and discouragement among students.

Q: How does the speaker suggest shifting the narrative around math ability?

The speaker urges teachers, students, and parents to emphasize that math is a skill that can be learned with practice and hard work. They should promote a growth mindset, encouraging students to embrace challenges and view mistakes as opportunities for learning and improvement.

Q: How did the speaker overcome self-doubt in their math abilities?

The speaker sought out supportive teachers who inspired and encouraged them, which played a crucial role in their journey. They also worked hard to improve their mathematical thinking and problem-solving skills, recognizing that math, like any other skill, requires practice and effort.

Summary & Key Takeaways

• The speaker recounts their experience of initially believing they were bad at math and how it held them back, but they eventually pursued a PhD in math.

• They discuss the unhealthy mindset around math ability and how it negatively impacts students and teachers.

• The speaker encourages teachers, students, and parents to shift the narrative around math and emphasize the importance of practice and hard work.