Smart In Math

Photo Credit

Came across this excellent list on what it takes to be "Smart in Math" at Math Mama Writes.

'Smart in Math' Before students work in groups, it's important to help them understand that we typically have many misconceptions about what it means to be 'smart'. Typically, people think that someone who is 'smart in math' ...

• answers questions quickly

• always gets the right answer

• doesn't have to work at it

But, really, people who are good at math ...

• are persistent

• wonder about relationships between numbers, shapes, functions, ...

• check their answers for reasonableness

• make connections

• are willing to try things out, experiment, take risks

• are resilient

• want to know why

• contribute to group intelligence by asking good questions

• notice and learn from their mistakes

• try to extend and generalize their results

Students may also need to know how synapses (the connections between neurons that are created each time you learn something new) are strengthened by repeated use. A new connection isn't strong until it's been used:

• multiple times

• in multiple ways

• after a time away

Those first three bullets are not only way off the mark they are detrimental and harmful to the "smart math student". When those students who seem to always get the right answer come up against content that stops them in their tracks, they don't realize how much hard work is needed to keep the engine of their "smartness" running.  Of course, this reminds me of Carol Dweck's work aroud the fixed and growth mindset.  I also appreciate the sense of wonder and discovery that is embedded in the second list.  When I come across the intricacies of math in nature it just boggles my mind - just don't ask me to come up with a proof using all the proper postulates.  That task still gives me nightmares.

Losers Quit and Quitters Lose

This squirrel's odyssey over the wall is much like the many examples of success in Malcolm Gladwell's latest book Outliers . Mr. Gladwell marshalls evidence to support his thesis that successful people reach their high levels of achievement owing more to their opportunities, combined with hard work and persistence then their native intelligence or genius. Persistence gets high billing in Gladwell's thinking. He noted a student who was videotaped working through a difficult math problem. She came up with the answer after 22 minutes of toil and sweat. Asian students were also cited as having more staying power to work through math problems when compared to their US counterparts.

So, how can we incorporate this idea into our schools and classrooms? Here are some thoughts and ideas:

1. Teach kids about the power of the brain to grow and learn. Here's how Larry Ferlazzo did this with his high school students: Growing Brains
2. Give less problems that are more demanding and require lengthy solutions.
3. Gradually build students' stamina to work on challenging problems.
4. Celebrate and recognize effort and persistence as often as achievement.
   
5. Have teachers model this type of learning for students.
6. Develop this type of thinking with adult learning and school problems.

When my son was playing soccer last year (a sport where he is not anywhere near the very best), I encouraged him to try his best and never give up. He took those words to heart and had a very positive year, drastically improving his skills and contributing handsomely by the end of the year. Winston Churchill's famous "Never Give up" speech is another good example of this critical ingredient for success. This last fellow also had something to say on the subject and I think he had his fair share of academic success.

"It's not that I'm so smart, it's just that I stay with problems longer." - Albert Einstein

Photo credit:
http://www.flickr.com/photos/monkeyc/