Being Slow in Math is A Good Thing

"Speed ISN'T important in math. What is important is to deeply understand mathematical ideas and connections. Whether you are fast or slow isn't really relevant." - Laurent Schwartz, mathematician

If you haven't seen the video by Jo Boaler and some of her Stanford students entitled "How to Learn Math: Four Key Messages", you definitely need to. Besides the four powerful messages (which I will list below), it has some great stories and quotes, one of which is the one I have above. Jo Boaler has done powerful research and written some terrific books on mathematics and learning math (one of my favorites being "What's Math Got to Do with It?" and the video about these four key messages in math is so interesting.

Here are the four key messages about learning math (I highly recommend you watch the video to clarify and define each message a bit more):

Everyone can learn math at high levels
Believe in yourself (your beliefs about your abilities actually changes the way your brain learns)
Struggle and mistakes are really important in learning math
Speed is NOT important

All of these speak directly to the way we currently teach and learn mathematics. One that really struck out for me was #4, speed is not important. I remember my own daughters struggling with the timed math tests - i.e. you have a minute to try and solve 100 times tables, or complete as many addition problems as possible. Very stressful, very ridiculous, and to top it off, they were penalized with poor grades if they couldn't reach the arbitrary goal. It still goes on and students memorize and stress over these timed math drills. Why? It's ridiculous. And, if we continue to do this to students, then they begin to believe they are bad at math (see #2 above), which leads to them thinking they can't learn math (see #1), and therefore giving up when problems get tough (see #3). A self-fulfilling prophecy.

So - I ask those math teachers out there who continue to put pressure on students to perform mathematical skills in a timed matter, where speed is important - stop. Just stop. Focus on what mathematics should be - understanding why those calculations matter, what they are related to, how they help us solve real-world problems. Help students make connections.

I know I keep coming back to it - but the Common Core Mathematical Practices seem to embody these four key messages. No where in there does it say students have to be able to do ___calculations in _____ minutes. Math is NOT about speed - it's about the struggle, perseverance, conjectures, connections, and applications that help students solve relevant, real-world problems and see the beauty and need for mathematics.

Check out the video here (sorry - it did not allow for embedding): https://www.youcubed.org/four-boosting-math-messages-from-jo-and-her-students/

Implementation Dip - It's Not Just Test Scores, It's Any Change

I read this article yesterday by Andrew Ujifusa entitled New Tests Put States on Hot Seat as Scores Plunge . Basically, states that have implemented new standardized tests to address revised academic standards, such as the Common Core State Standards, have seen a drop in student scores, so panic has ensued. What I want to know is: has no one ever heard about the implementation dip? Whenever you try to implement something new, there is going to be a period of adjustment, scores will go down if we are talking tests, classroom behaviors will change and achievement will go down if new teaching strategies are being implemented - in short, any time you try something new, it is NOT going to go exactly as planned! Mistakes will happen, things will be bad before they get better - it's part of the whole change process. Which is why we need to be implementing changes slowly, early, and over time so that things that go wrong can be adjusted. Image from images.google.com What ...

Social Media's Impact on Personal Life - Personal Reflections

The question - does social media impact personal life? The answer - yes. Is that a good thing or a bad thing? The answer - it depends. I have been on vacation the past week or so and am currently on personal leave to finish writing my dissertation proposal (which, as you can see, I am procrastinating!) During my vacation, I swore I would take a break from blogging, Twitter, email, and all things electronic. I lied. I admit - I did honestly make the attempt and in fact, did not turn on my computer one time. However, the iPad is a constant companion, especially since the books I am reading (currently, the Game of Thrones series) are on there, so I had the iPad with me a lot - even on the beach. It was very easy to check if I had emails, to check out my Facebook or to send a Twitter or two. Long story short, I failed miserably at the disconnecting aspect. View from chair and under canopy! Which brings me back to the question of does social media impact p...

Lecture, Direct-Instruction or Talk - There's the Confusion!

In yesterday's weekly #edchat Twitter collaboration the discussion focused on the flipped classroom, where, naturally, there was quite a bit of debate around the idea of video lectures. What became apparent was the many different interpretations of the term 'lecture'. This came to the forefront for me when I offered up the idea of TED Talks as one option for learning rather than a teacher's video lecture, and someone said "TED talks are just lectures, so how is that better?" This stumped me as I have never thought of a TED talk as a lecture, which is funny, because now, forced to think about it, I guess they could be construed as lectures, depending on your definition. Which of course has led me to this post! Obviously, my perception of a lecture is not the same as others. What is MY definition of a lecture? Perhaps it's my many years of being both a student and a teacher, but for me a 'lecture' has rather negative connotations, as I envisio...

Greenhaus Education and Other "Effects"

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