Are you math phobic?
I spent the evening at a workshop learning how to tutor GED students (in a handful of high school subjects) and came home to a lively twitter discussion called #mathchat. The topic of the night was math phobia. Where does it come from and what can math teachers do about it?
At the workshop, even the person teaching us how to teach math made a few math-phobic comments - not about the things we’d teach, but more about the things we don’t have to, like thank god there’s no trigonometry, or graphing calculators.
I used to be math-phobic too. That changed, not when I learned more math (I didn’t) but as I saw other people being math-phobic and realized it was a little out of proportion. Is math really that bad? Really?
Some of the comments from #mathchat really brought back memories, mainly the idea of being “bad at math”. I always thought I was bad at math, but I got decent grades and was in the high level classes. And in what other subject do we - especially once we’re out of school - say things like “oh, I can’t do that at all, I’m bad at social studies.” Or “OMG, I can’t deal with anything that mentions the French Revolution”.
I’ve given a lot of thought to why I disliked math classes so much. Partly I felt like I was bad at math because even though I could do the problems, I didn’t understand how the concepts connected to each other. Almost every math class I took was taught the same (boring, disconnected) way. I loved geometry, though! It was visual and full of puzzles.
I also liked science classes that used math, so long as the math was a tool to answer an interesting question. Not so much when the experiment was a transparent set-up for a boring math problem.
These and other ideas cropped up in the chat, which will be archived here. These are some of the relevant tweets:
@familyonbikes I so wish we could remove that idea that being bad at math is OK. Where did that come from anyway?
@lovedrummin I believe [w]hen teachers stop teaching by rote and math begins to encourage ingenuity students become engaged. http://bit.ly/cXOM7l
@maggiekb1 It took years before I learned there was difference between “can’t do math” and “can’t do enough math problems in 3 minutes.”
@NicolRHoward #mathphobia may be a fear of not being able to use rote memorization forever
One tweeter mentioned CGI Math, a strategy in which teachers ask students to come up with ways of solving a problem, then the class discusses and compares the methods they came up with. Another said that a great way to teach number places (the ones place, the tens place, and so on) is to bring in a ton of beans and give the class all day to count them. Soon they’ll be grouping the beans, and grouping the groups, and discover the idea on their own. The CGI Math page says: “students who learn the standard addition algorithm often learn little more than a procedure to find the correct answer. Students who develop their own strategies to solve addition problems are likely to intuitively use the commutative and associative properties of addition in their strategies.”
I loved the recommendations to use discussions, bookless lessons, puzzles, applications the students are interested in such as video games, and pervasive everyday math, like choosing a cell phone plan, or catching a thrown object (hello parabola!). Dan Meyer’s blog has examples of a fun approach: show a picture or some other piece of information, then ask the students what questions they have about it, and let them figure out how to answer them.
What do you think? Are you math phobic?



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