I chose to focus on the following myths:
1. People who are good at math do problems quickly, in their heads.
2. There is a “math mind” – some people have it and some don’t.
Did you encounter any of these myths in your own experience with Math education as a student? If so, which ones?
I definitely encountered the first myth while I was going through school. Once I reached middle school, I rarely solved problems in my head. I liked to go through every problem step-by-step and check the work to make sure I had no mistakes. Many of my friends were faster at math than I was, and it was a little embarrassing to take more time than most people, but I usually answered the questions correctly, which to me was more important than finishing quickly. The second myth didn’t affect me too much as a student. People would tell me that I had a good math mind, but they didn’t always realize that I had that mind because I completed the homework and got extra practice on the topics we covered in class.
What has happened since to dispel or perpetuate your understanding of the myth?
In my class, I am supposed to do a mental math activity every day. While many of the activities are useful, they can also turn students off to math. They feel like if they can’t solve the problem mentally, they aren’t smart enough, while the students who can solve them are the smarter ones in the class. While that is sometimes the case, it isn’t always. The “math mind” myth drives me crazy! Every year, I have about 20 students tell me that they just have never been good at math and that’s why they struggle. On the other hand, I have students who have been told they have great “math minds” and they try to coast through class by doing all of their work mentally, which usually catches up with them.
How can you help dispel any of these myths for your students?
I only use the mental math questions for a portion of the year. They are helpful for basic facts, and we can discuss different ways to solve the same problem. As the year progresses, however, I replace those questions with review from earlier in the year, so that all of our material stays fresh in their minds. I also require students to show work on all of their tests, which encourages them to write down steps to the problems. Depending on the type of problem, there may be times when they do not need to solve their arithmetic work. So, for those students who enjoy mental math, they have that choice. For those students who don’t enjoy mental math, it is just one more step that they will be writing. As for the “math mind,” I view it as a convenient excuse for students. The easiest way to convince students that anyone can have a math mind is to have success early in the year. I sometimes wish that my class were easier, so that students would build confidence. At the same time, I don’t want them to get an inflated ego by not doing top-notch work. It is still a balance for which I am striving. I do encourage all of my students to ask questions and see me if they need help, but a limited number actually take advantage of that option.
