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Is there a "math" gene?
I read an article in the Washington Post today - In Search of a Better Teaching Formula - that really made me think about my time in middle school and high school and why I thought I did well in math (all except geometry - I never did get the hang of proving theorems). What reasons do your students give for doing well in math?
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Permalink Reply by Nina on -
You know I have seen so many students come in to class believing they 'couldn't do math' and leaving class believing that they could... Although there are definitely those who rarely if ever have to work at 'getting it' there are so many more who can get it if they work! It is all about the relationships between teacher and students!
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Permalink Reply by Pat Barnes on -
I have to agree. So much of teaching math is instilling confidence in the students and creating a safe environment in which to ask questions, without feeling intimidated. My students are told from day one that they will see a side of me that they would rather not see if they so much huff, roll eyes, say one word, etc. to anyone who has asked a question. I explain that everyone has to feel safe. I am always so pleased when I hear students say they "used to hate math, but now it's kinda fun". :) So many students are scared of math and getting them over that is what I consider a big part of my job.
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Permalink Reply by marilex sion on -
Hi Ms.Kim - I belong in a section wherein my classmates are Math and Science majors. We are 50 in a class. Is is during our major subjects that we split up.
MY father is a business administration degree holder; my mom, commerce major in accountancy; and my brother, dreamt of engineering. That's why I thought, mathematics is indeed in our family's line.
I "used to be" very good in Math since Kindergarten. I topped it throughout my elementary and High school years for 11 years, except when we took Geometry during our 3rd year. Since then i lack the confidence. Maybe that incident is one reason that brought me to pursue education majoring in mathematics. Yet until now, that low self-esteem still succumbs me.
I read the article In Search of a Better Teacher Formula and it struck me. I used to believe that 'Math wizardry' is really generic. Until this one time, it was a month ago, that our math supervising teacher told us a personal real life story of her and one of her former student way back. During that time, she realized that the ability of being more than an average mathematician could also be acquired, because in her story, that former student of hers has not shown mathematical skills during his primary, or i guess secondary years. And in fact, according from her, that student could hardly solved math problems. But then, suddenly that student took up Education program as well. And when it was time to apply for a major field, she was amazed that that student was there, and more than that, he passed the qualifying exam. In addition to that, according from our professor, that former student of hers, was one of the best during his time. And that now, he is in abroad, successful in his chosen field.
My conclusion then is: there may definitely be a so-called "Math gene and wizardry" yet it may also be acquired and enhanced with passion, patience, and perseverance.
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Permalink Reply by Eric Biederbeck on -
I agree with both Nina and Pat who say that confidence is so much more important than any "math gene" I'd like to add that the confidence needs to not only be in the child but also in parents. I've experienced (and I'm sure others have too) parents who say "I was never any good in math so I'm sure my kid won't be either" and obviously giving off that kind of attitude affects the student in a negative way toward math. I like it much better when I get parents who say that they would've done better if math had been taught more like the way their kids are getting it now a days- that helps encourage their kids instead of discouraging them
On an interesting note I too was one of those people who did well with computation and algebra but hit my first road block with geometry and theorems- I sometimes see this in my students too- very high achieving kids who just can't seem to get something be it how to solve for X in algebra or 3d figures in geometry- I wonder if there should be more research around the brain and how it sorts those two concepts (algebra and geometry)
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