How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

Summary

This script challenges the myth of a 'math brain,' emphasizing that belief in one's potential, not innate ability, drives success in mathematics and life. It highlights brain science that shows learning and mistakes stimulate brain growth, advocating for a shift in math education to embrace visual, creative approaches and foster a growth mindset. The script shares inspiring results from an educational experiment that significantly improved students' math performance and self-belief.

Takeaways

• 🧠 The belief in a 'math brain' is a myth and a barrier to learning; it's not innate but rather a concept society perpetuates.
• 🚫 The idea that some people are not 'math people' is proven wrong by brain science and hinders potential achievement in math.
• 🌱 Carol Dweck's research on mindset emphasizes that believing in one's unlimited potential leads to higher achievement in math and life.
• 🔍 An MRI study by Jason Moser showed that the brain grows when making mistakes in math, indicating that errors are beneficial for learning.
• 📊 People with a growth mindset, who believe in their ability to learn, show more brain development when making mistakes compared to those with a fixed mindset.
• 💡 Our cognition and learning are linked to our beliefs and feelings, which is crucial not just for math but for facing challenges in general.
• 🔄 Changing the messages kids receive in math classrooms is vital to foster a growth mindset and the understanding that mistakes are part of learning.
• 📚 Math classrooms need a fundamental change, moving away from closed questions to open ones that allow space for learning and exploration.
• 👀 Different visual representations of math problems can lead to deeper understanding and varied perspectives on problem-solving.
• 👶 The importance of using fingers in learning math is often overlooked, but it's a crucial part of numerical development that should be encouraged.
• 🎓 Educators and schools need to be more aware of research findings in math education to implement effective teaching methods and foster a growth mindset in students.
• 🎉 A summer program that taught math differently, focusing on mindset and visual learning, resulted in an average 50% improvement in test scores, demonstrating the effectiveness of this approach.

Q & A

What is the main myth the speaker is addressing in relation to math learning?

The main myth addressed is the belief in the existence of a 'math brain', suggesting that some people are born with a natural ability for math while others are not.

How does the speaker refute the idea that math ability is innate?

The speaker refutes this idea by citing brain science research, emphasizing that the brain grows and develops through learning and experiences, not just innate ability.

What is the significance of Carol Dweck's research mentioned in the script?

Carol Dweck's research on mindset is significant because it shows that believing in one's unlimited potential leads to higher achievement levels in math and life.

What does the MRI scan study by Jason Moser and colleagues reveal about the brain's response to making mistakes in math?

The study reveals that when people make mistakes in math, more synapses fire in the brain, indicating that the brain grows more in response to mistakes than when work is done correctly.

How does the speaker describe the impact of a growth mindset on brain development?

The speaker describes that individuals with a growth mindset, who believe in their potential to learn, show greater brain development when they make mistakes compared to those without this mindset.

What is the speaker's stance on the importance of making mistakes in learning math?

The speaker strongly advocates for the importance of making mistakes, stating that it is beneficial for brain growth and should be embraced as part of the learning process.

How does the speaker suggest changing the approach to math questions in classrooms?

The speaker suggests opening up math questions to allow for more learning space, encouraging visual and creative thinking rather than just numerical and abstract approaches.

What is the 'raindrop' analogy used by the speaker's undergraduate students to explain the growth of squares?

The 'raindrop' analogy likens the growth of squares to raindrops falling and creating an outer layer that grows with each new case, illustrating a visual understanding of the problem.

What impact did the speaker's teaching method have on the 81 students involved in the study?

The teaching method, which focused on brain growth, mindset, and creative, visual math, led to an average improvement of 50% on a standardized test and a change in the students' beliefs about their math abilities.

Why does the speaker argue that the current math education system is flawed?

The speaker argues that the current system is flawed because it focuses too much on the 'right way' to teach math and not enough on fostering a growth mindset and incorporating research-based teaching methods.

What is the key takeaway from the script regarding the potential for change in math education?

The key takeaway is the need for a revolution in math education that incorporates research on brain growth, mindset, and visual, creative teaching methods to unlock students' unlimited potential.