Math negativity usually starts during childhood correlating with their exposure to a number of incorrect, but powerful, myths about math potentials. The most common problem is student’s mistaken belief that math skills are inherited and better in boys than girls. Many believe that if their parents did not do well in math, their genetic makeup will limit their own potentials.
A powerful stereotypes influencing girls is that they are born with lower math brainpower than boys. Torkel Klingberg, researcher and professor of cognitive neuroscience, reported that when subjects were told that the experimental math test they would be taking would be used to evaluate the influence of math stereotypes, girls and boys scored equally. When the test was described as an evaluation of “complex math skills” girls were scored lower than their male counterparts.
Math myths contribute further to math negativity such as: one has to be very intelligent to be good at math; it is acceptable to be bad at math because most people are; or math isn’t really used much outside of special occupations.
Motivating with personal relevance
The brain is most receptive to learning about a topic if there is a direct link between the knowledge and something the child values. Key to building students’ interest in math is to capture their imaginations.
Instead of students thinking of math as an isolated subject, show them the value of the math applied to their lives, hobbies, and interests. When they see math is a tool they need and want, math positivity and appreciation increase and motivation and perseverance follow. Everyday situations offer many opportunities and can be homework opportunities for parents to share with their children. Here are suggestions for parents engage their children with math.
- • Encourage your child to predict how long it will be until it is time for their special television show to begin if it is now 3:00 and the show starts at 5:30.
- • When shopping, let your child be your guide in evaluating the best value for an item he wants. Which is a better buy, in terms of cost and quantity of various beverages, such as a six-pack of 12 oz. cans or a two-liter bottle.
- • If your child wants a specific item as a special occasion gift encourage her to compare the cost of the bicycle, toy, or tech device in ads that offer different percentage discounts and different base prices.
Math that moves
Surprisingly for preschool through middle school and simple addition to subtracting negative numbers, a roll of butcher-block paper turns math into physical activity boosting understanding and memory.
Create a butcher-paper number line to roll out on the floor, or use masking tape for a more permanent line. Demonstrate walking and counting aloud as you step forward along the line from zero to five. Have your students do the same as they put post-its on the squares with the numbers they count.
With a numbered line they can do an even or odd number walk or jump as they count by twos or threes.
Older students can use the line walks to add numbers, such as starting on number 4 and taking 3 more steps to discover they are on number 7. As they build experience, encourage them to use the word “add” and progress to writing their results in number sentences. “I was on number seven, added three more and was on number ten.”
It won’t be long before they become curious or start experimenting with walking down to the bottom part of the number line below zero, where you’ve made boxes without labels. In doing so they will do more than memorize flash cards for subtraction. Their brains will construct the concept of subtraction and that will later be the basis for their comfort with negative numbers.
Participating in class to build stronger and more accurate math memory circuits
For most student, the biggest school fear is making a mistake in front of classmates. You can help reduce mistake fear and increase your students’ participation by promoting everyday math where errors are part of the process.
An example lies in the use of estimating and revising. Student often don’t take the time to estimate or check their answers, because their goal is to finish quickly and get the single correct answer.
More than-less than is an activity that builds number sense and a positive attitude about the value of estimating. Select two boxes or cans of food that weigh 8 ounces and 16 ounces. Have students work in small groups in which they hold each can with the weight identified. Then give her other items with the weight covered by tape or a post-it. Have them compare the feel of the new item to the feel of the 8- and 16-ounce samples. They can then estimate if the new item’s weight is closer to 8 or 16 ounces.
As they become more successful, they may want to predict a more specific weight. Encourage them to tell share why they think the new can weighs 10 ounces. They might say, “It is a little heavier than the 8-ounce can, or it is much lighter than the 16-ounce can, but not as light as the 8-ounce can.” These explorations will be building their number sense by experiencing the relationships between numbers and real measurements and developing concepts of more than and less than in situations where there are a variety of opinions and explanations and opportunities to revise so mistakes are integral to learning.
What Learning Without Negativity Sounds Like
"I’m not afraid of math anymore. I remember times I asked the teacher for help, but was so nervous about the teacher or other kids thinking I was dumb, that I didn’t even remember the explanation. Now I’m calm enough to listen and really hear what I need to not be confused.” I’ll even try new ways to solve problems or say what I think in a class discussion, even if I’m not sure. Because I’m not so stressed out I can actually focus on what my classmates say in discussions and understand more when I listen to them explain their answers. Jos, Grade 8
“I found out that with effort I could build more nerve cell connections which means stronger math memory. I can snag information I learned and use it to understand new things - like using what I know about money to figure out decimals. I never believed in myself and now I don’t get down on myself when I make mistakes and I’m not surprised when I do well.” Kendra, Grade 4
From captives of math negativity to captains of their math minds
Whether math negativity comes from negative math stereotypes, low self-expectations based on repeated failures, developmental lag in building skills, or fear of mistakes, the consequences of math negativity can cascade. Math anxiety can interfere with ongoing learning as students react with decreased ability to inhibit distractions, low participation, high mistake fear, and frustration intolerance. The outcome may lead to avoiding the advanced math classes needed for success in college and many careers.
With your help in building positive emotional connections with math, students will go from captives of math negativity to captains of their math minds. Their math brains change from passive receptacles, barely holding on to isolated pockets of fading rote memories of isolated facts, into active transformers as their math knowledge becomes an increasingly powerful and valued tool ready to take on new challenges.
