How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford
TLDRThe video script emphasizes the importance of mindset and the belief in one's potential in achieving success in mathematics and life. It debunks the myth of a 'math brain' and highlights how societal beliefs can hinder students' progress. The speaker, referencing Carol Dweck's research, encourages embracing mistakes as a part of learning and brain growth. The script also criticizes traditional math teaching methods that focus on right or wrong answers, advocating instead for open-ended, visual, and creative approaches to math problems. Research findings on the significance of finger perception in numerical development are discussed, and the negative impact of not allowing students to use their fingers in calculations is highlighted. The success of an alternative teaching method is demonstrated through an experiment where students showed an average improvement of 50% in their math skills. The script concludes with a call to action for a revolution in math education and the dissemination of research findings to teachers to unlock students' full potential.
Takeaways
- 🚫 Myths about innate 'math brains' are harmful and unsupported by science.
- 🧠 Brain science shows that everyone can improve in math and other subjects through learning.
- 💡 Carol Dweck's research emphasizes the importance of a growth mindset for achieving higher levels in math and life.
- 🧵 MRI scans reveal that making mistakes in math can lead to brain growth, as synapses fire more when errors are made.
- 📈 Individuals with a growth mindset show greater brain activity and growth when making mistakes compared to those with a fixed mindset.
- 👎 Negative messages in classrooms can hinder the development of a growth mindset in math.
- 🔢 The use of fingers in learning math is crucial and should be encouraged, contrary to common classroom practices.
- 👀 Visual representation and understanding are key components of effective math education, yet often overlooked.
- 🌱 Teaching methods that focus on brain growth, mindset, and visual, creative approaches can significantly improve student performance.
- 🌟 Research findings on math teaching and learning are not widely known or implemented in schools, which needs to change.
- 📚 A revolution in math education is necessary to shift from traditional, closed methods to open, collaborative, and visually engaging ones.
Q & A
What is the common myth about math ability that the speaker is referring to?
-The common myth referred to is the belief that there is such a thing as a 'math brain,' implying that some people are born with a natural ability for math while others are not.
What does Carol Dweck's research on mindset suggest about potential and achievement in math?
-Carol Dweck's research suggests that if individuals believe in their unlimited potential, they are likely to achieve at higher levels in math and in life.
How do MRI scans conducted by Jason Moser and colleagues demonstrate the growth of the brain?
-The MRI scans show that when a person makes a mistake in math, there is increased synaptic activity in the brain, indicating growth, as opposed to when the work is done correctly, which results in less synaptic firing.
What is the significance of the study's finding that people with a growth mindset have more brain growth when they make mistakes?
-This finding emphasizes that having a growth mindset, which is the belief in one's ability to learn and improve, leads to greater cognitive development and neural plasticity when facing challenges or making errors.
How does the speaker suggest changing the approach to teaching math in classrooms?
-The speaker suggests fundamentally changing what happens in classrooms by encouraging a growth mindset, using open-ended questions that allow for exploration and learning, and incorporating visual and creative methods to teach math concepts.
What is the importance of allowing students to use their fingers in learning math?
-Allowing students to use their fingers is important because it engages the brain areas associated with finger perception, which has been shown to be a strong predictor of mathematical achievement. It supports numerical development and should be encouraged, not discouraged.
What was the average improvement in the district standardized test scores after the students were taught using the new method?
-The students improved by an average of 50% on the district standardized test after being taught with the new method that focused on mindset, mistakes, and creative, visual math.
How does the speaker describe the change in the classroom environment after shifting from traditional methods to a more open and collaborative approach?
-The speaker describes the new classroom environment as more open, collaborative, and engaging, comparing it to a city where everyone works together to create something beautiful, as opposed to the previous isolated and individualistic approach.
What is the role of visual representation in understanding mathematical concepts according to the speaker?
-Visual representation plays a crucial role in understanding mathematical concepts by allowing students to see the patterns and structures inherent in math problems, leading to deeper insights and a more intuitive grasp of mathematical functions and principles.
Why is it crucial to integrate research findings on math teaching and learning into classroom practices?
-It is crucial to integrate research findings into classroom practices to improve the effectiveness of math education, ensure that teaching methods are evidence-based, and to help students develop a growth mindset and positive attitudes towards learning math.
What message does the speaker want to convey to both teachers and students about mistakes in the learning process?
-The speaker wants to convey that mistakes are a positive and essential part of the learning process. They indicate that mistakes should be embraced as they are linked to brain growth and are a sign of active learning and cognitive development.
Outlines
🧠 Debunking the 'Math Brain' Myth
The speaker, Bob Prottas, challenges the common myth that some people are born with a 'math brain' and others are not. He emphasizes that this notion is incorrect and detrimental to students' learning. Bob points out that unlike other subjects, math is often seen as an innate ability rather than something that can be learned and improved. He cites Carol Dweck's research on mindset, which suggests that believing in one's potential leads to higher achievement in math and life. Furthermore, he discusses a study by Jason Moser that shows the brain grows when making mistakes in math, highlighting the importance of embracing mistakes as part of the learning process. The speaker calls for a change in societal beliefs and classroom practices to foster a growth mindset and improve math education.
📚 Rethinking Math Education
The paragraph delves into the need for a revolution in math classrooms. It discusses how current teaching methods often involve closed questions that limit learning potential and reinforce a fixed mindset. The speaker advocates for open-ended questions that allow for exploration and understanding. An example is given, where students are asked to visualize the growth of squares in a pattern without immediately resorting to numbers or algebra. This approach encourages students to think creatively and develop a deeper understanding of mathematical concepts. The paragraph also touches on the importance of finger perception in numerical development, which is often discouraged in traditional classrooms. The speaker argues that incorporating visual and creative elements into math education can significantly improve learning outcomes, as demonstrated by an experiment where students showed an average improvement of 50% after 18 lessons.
🚀 Transforming Mindsets in Math
The final paragraph focuses on the transformative impact of changing students' beliefs about their own potential in math. The speaker shares a music video clip featuring students who, despite initially identifying as 'not a math person,' have had their mindsets shifted through a new approach to math education. This approach includes teaching about brain growth, the value of mistakes, and using visual and creative methods to understand math concepts. The speaker emphasizes the need to disseminate research findings to teachers and calls for a revolution in math teaching methods. He concludes with a powerful testimony from a middle school student who reflects on the positive changes in his math class, moving from a restrictive, individualistic approach to a collaborative and open learning environment. The speaker stresses the importance of believing in one's potential as a key factor in unlocking success in math and beyond.
Mindmap
Keywords
💡Potential
💡Mindset
💡Myth
💡Synapses
💡Growth Mindset
💡Underachievement
💡Math Education
💡Mistakes
💡Neuroscience
💡Finger Perception
💡Visual Learning
Highlights
The common belief that some people are not 'math people' is a myth disproven by brain science.
Carol Dweck's research on mindset shows that believing in one's unlimited potential leads to higher achievement in math and life.
An MRI study by Jason Moser and colleagues found that the brain grows when making mistakes in math, with more synapses firing than when getting work correct.
Individuals with a growth mindset, who believe in their ability to learn, showed greater brain growth when making mistakes compared to those with a fixed mindset.
Our cognition and learning are linked to our beliefs and feelings, which is crucial for overcoming challenges.
Math classrooms need to fundamentally change to foster a growth mindset and encourage students to embrace mistakes as part of learning.
The brain is highly plastic and capable of learning any level of math, which should be communicated to students.
Math questions should be open-ended to provide space for learning and avoid conveying fixed messages about ability.
Visual and creative approaches to math problems can lead to deeper understandings and more engaging learning experiences.
Finger perception ability is a strong predictor of math achievement and should be utilized in math education, contrary to common classroom practices.
Neuroscientific evidence supports the use of fingers for learning numbers and arithmetic, which is often discouraged in schools.
Math education should be more visual and involve dynamic communication between different brain areas, rather than purely numerical and abstract.
An 18-lesson program that incorporated brain growth, mindset, and visual math led to an average 50% improvement in students' standardized test scores.
Changing students' beliefs about being a 'math person' can significantly impact their performance and attitude towards math.
Research on math teaching and learning is not well integrated into schools, leading to missed opportunities for improved educational practices.
A shift from traditional worksheet math to open, mindset-focused math has led to more collaborative and engaging classroom environments.
The importance of attending to students' beliefs about their own potential is gaining recognition as a critical aspect of math education.
Transcripts
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