Challenging the Notion of “Math” People
In our society, it’s become socially acceptable for even the most educated adults to openly declare themselves as being “bad” at mathematics or “not a math person.” Yet, the same person would hardly be able to get away with claiming they’re “bad” at reading or “not a reading person.” What exactly does it mean for most individuals to be labeled as a “math person”?
By introducing new teaching approaches and dispelling the myth surrounding math aptitude, we can effectively enhance students’ proficiency in mathematics.
In our culture, a “math person” is typically perceived as someone naturally adept at math, achieving success in the subject without much effort. These individuals are often seen as possessing an inborn talent for mathematical skills. This perspective completely disregards the notion that people can learn math by mastering skills through consistent effort, rather than relying solely on innate ability. As a result, many students step into the math classroom with the belief that no matter how hard they try, they can never excel in math because they simply aren’t “math people.” It’s time for educators to challenge and dispel this myth for the benefit of students, parents, and future generations. Here are three strategies to accomplish this:
- Altering the Perception of “Math” People – The attitudes parents hold toward math play a significant role in shaping their children’s attitudes toward the subject. If parents convey the message that their children can’t succeed in math due to being “bad” at it, the children are likely to internalize the same belief. Society has normalized the idea of being “bad” at math because so many people hold the view that math ability is an innate trait. By educating parents about the potential for students to learn math through diligent effort, we can dispel the misconception of inherent math incapability in children.
- Personalized, Tailored Learning – The approach to mathematical education needs to adapt to the demands of the 21st century. Technological advancements have paved the way for more personalized and tailored learning opportunities for students. While grasping the fundamentals of mathematics is crucial, not all students grasp concepts at the same pace or in the same manner. Embracing more individualized and tailored learning can enable students to grasp foundational concepts according to their own learning rhythm.
- Embracing Project-Based Learning – Oftentimes, students feel they struggle with math simply because they lack engagement with the subject matter. This disconnect stems from teachers failing to create a stimulating and invigorating learning environment. Content is presented rigidly, emphasizing memorization for the sake of rote repetition, rather than fostering critical thinking, analytical skills, and real-world application. It’s essential for educators to introduce project-based learning as a means of rekindling student interest in mathematics. Project-based learning allows students to collaborate in small groups to solve problems linked to specific math topics they’re studying. This approach cultivates problem-solving skills alongside the mathematical skills needed for the task.
Despite societal norms, the belief in being “bad” at math is founded on a fallacy. Mathematical knowledge and proficiency hold equal importance to reading or writing. By embracing innovative pedagogies, teaching approaches, and challenging the prevailing notion of “math” people, we can strive to boost students’ mathematical fluency. Mathematics is woven throughout our daily lives, and educators should ensure students have access to these experiences and knowledge.
