You weren’t bad at maths you just weren’t looking at it right | Junaid Mubeen | TEDxNorwichED

Summary

This script explores the diverse reactions to mathematics, from fear to fascination, and argues that traditional teaching methods obscure the true essence of the subject. It highlights the historical shift from human computation to technology, emphasizing the importance of creative problem-solving over rote calculation. The script celebrates the beauty of mathematical proofs and the joy of discovery, urging us to embrace the creative potential within us all and to see math as a powerful tool for thinking and exploration.

Takeaways

• 🧩 Mathematics elicits varied responses, from fear to pleasure, suggesting the existence of different types of math rather than a division of 'math people' and 'non-math people'.
• 🌟 The four-color theorem, proven in 1976, highlights the use of computers in mathematical proofs, showing a shift from manual to computational verification.
• 🤖 The historical role of 'human computers' has shaped the perception of math as calculation-heavy, overshadowing its creative aspects.
• 📚 The public image of math is often a complex array of symbols, which can intimidate those who struggle with symbolic manipulation.
• 🧠 The human brain is not optimized for speed or precision in calculation, which is why tools and technologies have been developed to assist with these tasks.
• 📉 The slide rule and logarithm tables are historical examples of efforts to reduce the burden of calculation, emphasizing the importance of creative problem-solving over routine computation.
• 🎓 Gauss's method of summing numbers illustrates the elegance and creativity inherent in mathematical thinking, contrasting with the rote execution of formulas taught in schools.
• 📐 The Pythagorean theorem is a classic example of a mathematical curiosity that has been explored and proven in over 350 ways, showcasing the depth and variety of mathematical thought.
• 🌐 The exploration of mathematical ideas extends beyond traditional contexts, with questions about raising exponents or considering triangles on a sphere, indicating the expansive nature of mathematical inquiry.
• 🌟 The four-color theorem is an example of a problem that is puzzling for its own sake, unrelated to practical applications, and a testament to the value of pure mathematical curiosity.
• 🌈 The speaker advocates for embracing recreational mathematics as a way to foster creativity and problem-solving skills, emphasizing that math is about ideas and arguments, not just symbols and formulas.

Q & A

What is the four-color theorem mentioned in the script?

The four-color theorem is a mathematical statement that asserts that any map in a plane can be colored using four colors in such a way that regions sharing a common boundary (other than a single point) do not share the same color. The problem dates back to the 1850s and was famously proven in 1976 by Kenneth Appel and Wolfgang Haken.

How did Appel and Haken's proof of the four-color theorem rely on computers?

Appel and Haken's proof was the first to depend on a computer. They reduced the problem from infinitely many maps to around 2,000 specific configurations, which were then checked by a computer to ensure no two neighboring regions shared the same color. This computational task would have taken a human years to complete with no guarantee of accuracy.

What is the common misconception about mathematics that the script addresses?

The script addresses the misconception that mathematics is solely about calculation and manipulation of symbols. It argues that mathematics is actually about ideas, arguments, and creative problem-solving, which is often obscured by the focus on routine calculation in traditional education.

Why do some people struggle with mathematics according to the script?

Some people struggle with mathematics because they associate it with calculation, which is not a core strength for humans. The script suggests that the problem is not with the individuals but with the way mathematics is often taught, focusing on rote memorization and procedure execution rather than on understanding and creativity.

What historical tool did the script mention to illustrate the effort to ease calculational burden?

The script mentioned the slide rule as a historical tool that was used to ease the burden of calculation. It allowed users to perform multiplication and other complex operations by simple alignment and reading, reducing the need for manual computation.

Who introduced logarithm tables, and what was their purpose?

John Napier introduced logarithm tables around 400 years ago. The purpose of these tables was to simplify complex mathematical operations like multiplication to simpler ones like addition, thus reducing the difficulty and effort involved in mathematical calculations.

What is the significance of the story of Gauss and his teacher in the script?

The story of Gauss and his teacher is used to illustrate the power of creative thinking in mathematics. Instead of performing the tedious computation his teacher expected, young Gauss rearranged the numbers to simplify the problem, demonstrating that there is often more than one way to approach a mathematical problem.

What is the script's stance on the use of formulas in mathematics education?

The script criticizes the use of formulas in mathematics education when they are taught as rigid procedures without understanding. It suggests that this approach can obscure the elegance and underlying mechanisms of the mathematical concepts, stifling creativity and understanding.

What does the script suggest about the nature of mathematical proofs?

The script suggests that mathematical proofs are not just about confirming observations but about elevating them to irrefutable truths. It uses the example of Pythagoras' theorem and its numerous proofs to illustrate how different arguments can illuminate the same truth.

Why does the script argue that the world needs more creative thinkers and problem solvers?

The script argues that the world needs more creative thinkers and problem solvers because they can approach problems from new angles, explore beyond the known, and innovate. It suggests that embracing the creative aspects of mathematics can help cultivate these skills.

What is the script's final message about the potential of humans in mathematics?

The final message of the script is that humans have a vast creative potential in mathematics that is often untapped due to a focus on calculation. It encourages individuals to cast aside the misconceptions about mathematics and awaken the mathematician within, emphasizing that everyone is more than just a calculator.