Learning to become comfortable with being uncomfortable | Mike Ellicock | TEDxRoyalHolloway

Summary

The speaker reflects on the discomfort many feel when faced with math problems, like multiplying 17 by 24, and criticizes the UK's binary approach to math education that emphasizes answers over process. They argue that categorizing students by ability early on is unhelpful and can limit their potential. The talk emphasizes the importance of numeracy in daily life for decision-making and as a citizen, and points out the negative impact of poor numeracy on both individuals and the economy. The speaker concludes by advocating for valuing math, fostering a growth mindset, and embracing the discomfort of learning as essential for overcoming math anxiety and improving numeracy.

Takeaways

• 😨 The physiological response to math problems, such as increased heart rate and dilated pupils, can create an uncomfortable feeling that hinders mental arithmetic.
• 📚 The traditional, binary approach to math education in the UK focuses on the answer rather than the process, which can make math seem impossible or easy, creating a divide between students.
• 🧑‍🎓 Early ability grouping in math can be unhelpful and may not predict future potential, as it often places those with less parental input or intellectually stimulating experiences in lower sets.
• 🔢 Research indicates that 85% of children placed in the bottom set for math remain there throughout their school career, which can negatively impact their self-perception and opportunities.
• 🌐 The belief in a 'math gene' or innate ability is prevalent in the UK and the US, contrasting with high-performing countries like Japan, where effort is emphasized over talent.
• 📱 The ability to perform rapid calculations like 17 times 24 may not be crucial, as we have powerful tools at our disposal, but a discomfort with numbers can hinder decision-making in adult life.
• 🏛 The importance of numeracy extends beyond school, affecting everyday activities, social engagement, and civic participation, including understanding quantitative information in a democratic context.
• 💼 Numeracy is essential for making informed decisions in personal finance, employment, and other areas, and a lack of it can lead to significant economic and personal costs.
• 📉 Poor numeracy is estimated to cost the UK economy £20.2 billion annually, highlighting the economic impact of inadequate math skills on a national scale.
• 🌟 Good numeracy is identified as a significant factor in protecting against unemployment, low wages, and poor health, more so than literacy or other variables.
• 💪 The path forward involves valuing the importance of numeracy in daily life, adopting a growth mindset that shifts from 'I can't do math' to 'I can't do math yet', and embracing the discomfort that comes with learning and growth.

Q & A

What is the primary issue discussed in the script regarding math education in the UK and the US?

The script discusses the issue of a starkly binary approach to math education, focusing on the answer rather than the process, and the tendency to categorize students by ability at a young age, which can create an unhelpful divide and limit their potential.

Why does the script mention Nelson Mandela's quote in the context of math learning?

The quote by Nelson Mandela, 'Everything seems impossible until it's done,' is used to illustrate the idea that math problems may seem impossible until solved, emphasizing the importance of perseverance and process over the final answer.

What does the script suggest about the correlation between early math ability and future potential?

The script suggests that early math ability is not a great predictor of future potential, citing Einstein as an example of someone who was slow in math but later became renowned for his contributions.

What is the 'math gene myth' mentioned in the script, and why is it problematic?

The 'math gene myth' refers to the belief that success in math is determined by innate talent or ability, which is problematic because it can lead to low expectations and self-fulfilling prophecies for students who are initially slower in math, ignoring the role of effort and learning.

How does the script relate the approach to math education to adult life and decision-making?

The script relates math education to adult life by arguing that if math is seen as something one cannot do, it can hinder the ability to engage with and manipulate quantitative information, which is essential for making informed decisions in various aspects of life.

What is the significance of the script's mention of carrying around a tool with more computing power than it took to get to the moon?

The mention of carrying a powerful computing tool (a smartphone) signifies that while we have access to advanced technology for calculations, it's still important to understand and engage with numbers to make good decisions, rather than relying solely on technology.

What does the script suggest is the cost of poor numeracy to the UK economy?

The script suggests that poor numeracy costs the UK economy a conservative estimate of twenty point two billion pounds a year.

According to the script, what is the best protection against unemployment, low wages, and poor health?

The script indicates that good numeracy is the best protection against unemployment, low wages, and poor health, as suggested by OECD research.

What are the three elements the script proposes to enable everyone to be confident and competent with numbers and data in daily life?

The three elements proposed are valuing the importance of using simple math to make good decisions, adopting a growth mindset that shifts from 'I can't do math' to 'I can't do math yet', and embracing effort and the discomfort that comes with learning and growth.

How does the script connect the idea of discomfort to learning and personal growth?

The script connects discomfort to learning by suggesting that feeling uncomfortable is the starting point for any formative moment or opportunity for learning, and that embracing this discomfort is vital for personal growth and development.