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.

Outlines

00:00

📚 The Discomfort of Learning Math

The script begins by setting a scene in a math classroom, highlighting the anxiety many feel when faced with arithmetic problems, such as multiplying 17 by 24. It emphasizes the physiological response to such challenges, like increased heart rate and pupil dilation, which are remnants of our fight-or-flight mechanism. The narrative criticizes the UK's educational approach to math, which focuses on the end result rather than the process, leading to a binary perception of math ability. It discusses the negative impact of early ability grouping in schools, which can pigeonhole students and affect their self-perception and potential. The script also touches on the myth of a 'math gene' and contrasts different cultural attitudes towards math success, citing the OECD's findings on what students believe is needed for success in math.

05:02

🔢 The Importance of Numeracy in Daily Life

This paragraph delves into the practical implications of numeracy in everyday life, beyond the classroom. It argues that while the ability to quickly calculate, for example, 17 times 24 may not be essential, as we have powerful tools at our disposal, the discomfort and avoidance of math can hinder decision-making in adulthood. The script mentions various scenarios where numeracy is crucial, from mundane tasks to civic engagement. It presents data from a government survey indicating that many adults struggle with basic math, even those who have passed relevant exams. The economic and personal costs of poor numeracy are outlined, emphasizing the significance of good numeracy for employment, wages, and health. The paragraph concludes with a proposed solution involving three elements: valuing numeracy, adopting a growth mindset, and embracing the discomfort of learning as a necessary step towards competence.

Keywords

💡Math anxiety

Math anxiety refers to the feeling of tension, apprehension, or fear that individuals may experience when faced with mathematical concepts or problems. In the video, it is mentioned that many people have a physiological response to math questions, such as an increased heart rate or dilated pupils, which is part of the fight-or-flight mechanism. This anxiety can hinder one's ability to perform mental arithmetic and can be a barrier to learning and engaging with math.

💡Binary approach

A binary approach to learning, as discussed in the script, is a method that focuses on two extremes, often simplifying the understanding of a subject into 'right or wrong' without much consideration for the learning process. In the context of math education, this approach can lead to an overemphasis on the final answer rather than the journey to get there, which can be detrimental to students' understanding and appreciation of math.

💡Ability grouping

Ability grouping is the practice of dividing students into different groups based on their perceived abilities, often done at a young age. The script criticizes this method as it can create an unhelpful divide among students and potentially limit their future potential. It is mentioned that children who are categorized as 'slow' in math may end up in lower sets, which can affect their self-perception and opportunities throughout their school career.

💡Numeracy

Numeracy is the ability to understand and work with numbers, and it is a crucial life skill that extends beyond formal education. The video emphasizes the importance of numeracy in daily life, including making informed decisions and engaging effectively as a citizen. It also points out that poor numeracy can have significant economic and social costs.

💡Talent myth

The 'talent myth' is a belief that success in a particular field, such as math, is primarily determined by innate talent or a 'math gene.' The script challenges this notion, suggesting that success is more closely related to effort and persistence. It contrasts the views of students in the U.S., where 40% attribute math success to talent, with those in Japan, where 80% believe it's about effort.

💡Mindset

Mindset, in the context of the video, refers to an individual's perception of their own abilities and potential for growth. The script encourages a shift from a fixed mindset ('I can't do math') to a growth mindset ('I can't do math yet'), which is supported by research in neuroscience and psychology. This change in mindset is crucial for overcoming math anxiety and improving numeracy.

💡Effort

Effort is highlighted in the script as a key component of learning and success in math. It is presented as a necessary part of the process, where struggling and making mistakes are seen as opportunities for growth rather than failures. The video suggests that embracing discomfort and being willing to put in the effort are vital for learning and overcoming challenges.

💡Social mobility

Social mobility refers to the ability of individuals to move between different social classes, often influenced by factors such as education and economic status. The script suggests that the way math is taught and categorized can impact social mobility, as children placed in lower sets for math may be less likely to progress and experience upward mobility.

💡National Numeracy

National Numeracy is an organization mentioned in the script that aims to improve numeracy skills among the population. The script discusses the organization's belief that children are not inherently 'bad' at math, but rather, they may start to see themselves that way due to the way math is taught and categorized, which can impact their self-perception and performance.

💡Quantitative information

Quantitative information involves data that can be expressed numerically. The video emphasizes the importance of engaging with and potentially manipulating quantitative information for making good decisions in various aspects of life, such as choosing a phone contract, planning finances, or even engaging as a citizen in a democracy.

💡Discomfort zone

The discomfort zone refers to the state of being outside one's usual range of experience or comfort, which can be a place of learning and growth. The script argues that being comfortable with being uncomfortable is essential for learning and development, as it is often through facing challenges and discomfort that we make progress.

Highlights

The physiological response to math questions, such as an increased heart rate and dilated pupils, is likened to the fight-or-flight mechanism, which is not conducive to mental arithmetic.

The traditional focus on the answer rather than the process in math education can lead to a perception of math as either impossible or easy, which is not helpful for learning.

Nelson Mandela's quote is used to illustrate that things seem impossible until they are done, highlighting the importance of perseverance in math.

The practice of categorizing students by ability in math at a young age can create an unhelpful divide and limit future potential.

Research indicates that 85% of children placed in a bottom set for math remain there throughout their school career, which is not beneficial for social mobility.

The belief that math ability is a fixed trait, rather than something that can be developed, is debunked as a myth and is not prevalent in high-performing countries.

The importance of being able to use numbers and data effectively in adult life for decision-making is emphasized, regardless of the ability to perform rapid calculations.

The speaker argues that the ability to engage with quantitative information is crucial for making good decisions in daily life and for effective citizenship.

Poor numeracy skills are estimated to cost the UK economy £20.2 billion a year, and good numeracy is a better protection against unemployment than literacy.

The speaker suggests that the focus in math education should not be on teaching more complex math but on enabling students to use simple math to make good decisions.

A shift in mindset from 'I can't do math' to 'I can't do math yet' is advocated, emphasizing that everyone has the potential to become numerate.

The importance of effort and being comfortable with discomfort is highlighted as a necessary part of learning and personal growth.

The speaker encourages the audience to think about when they were last outside their comfort zone, suggesting that discomfort is the starting point for learning.

The final message is that anyone can become numerate and achieve almost anything to a decent level if they are willing to embrace discomfort.

The applause at the end signifies the audience's appreciation for the speaker's insights and the importance of the message conveyed.

Transcripts

I'm going to take you back a few years

to your math classroom which I hope

didn't look something like this and I'm

going to ask your maths question and

then I'm going to get one of you to

stand up and tell us all the answer so

what is 17 times 24

now I'm not actually going to get one of

you to stand up because that'll be

horrible and I've put the answer up here

on the board because to stop those of

you who like this kind of thing from

being unable to hear me until you've

worked it out

but for most of you the majority I

suspect to stop that uncomfortable

feeling that it's maybe something like

this or this or this or this everyone

has a physiological response to a

question such as seventeen times

twenty-four your heart rate elevates

your pupils dilate is part of your

so-called fight-or-flight mechanism

which by its nature is uncomfortable

it's great for the original purpose of

preparing you to run away from a lion or

to fight the tribe coming over the next

hill but it's not so great for mental

arithmetic so the easiest response for

many is to fold your arms and say I

can't do that especially when others

seem to always get the answer before you

and there are some real problems that

with the way we conceive of maths here

in the UK in school it's often a very

starkly binary approach with all the

focus on the answer rather than the

process and when you're going through

the process the question either seems

impossible because you haven't worked it

out yet or easy because you just have

which brings to mind Nelson Mandela's

quote that everything seems impossible

until it's done nowhere is this more

glaring than in maths

and inevitably for the majority of

children they'll always be other kids

who seem to get the answer more quickly

and easily than they do while they're

still stuck at the impossible stage an

Oran thew Z Azzam four categorized by

ability at a young age and then put kids

into ability groups or sets creates an

unhelpful divide between those who are

fast at maths at a young age which in

itself is not a great predictor of

future potential Einstein for example

was very slow and those who aren't

so if you're slow you get put in a

bottom or a low set and which kids is it

that often end up in these sets we'll

often those who've had less parental

input or less rich intellectually

stimulating out of school or preschool

experiences in other words nothing to do

with their future potential and we've

got research to show that 85% of kids

who get put in a bottom set for maths

stay there throughout their school

career which is hardly a recipe for

social mobility at national numeracy we

don't believe these children are

actually bad at maths but they start to

see themselves in that way and others

categorize them as such and so maybe

it's slightly logical to kind of give up

on maths and focus your efforts on other

areas where you feel yourself as being

good at or others other people say that

you good at and we think a fundamental

problem with maths here in the UK and

it's also true in the u.s. is our

enthusiasm to categorize current low

attainment as some kind of quasar

genetic low ability the math gene myth

something that simply doesn't happen in

high-performing countries as an example

the OECD asks 15 year olds what does it

take to be successful in maths they

didn't ask the question here in the UK

but in the u.s. 40 percent of kids said

it's about talent you buy the got it or

you haven't in Japan which performs much

more highly 80% of kids said matters

about effort you just need to stick with

it so how does this relate to later life

and does being able to calculate 17

times 24 rapidly really matter I'd argue

not really it's important to know the

answer is going to be about 400 but we

all carry around with us a tool in our

pocket that has more computing power

than it took to get to the moon but and

this is a big but if the formative

moments in your math classroom mean that

I can't do maths is your overwhelming

emotion when you're presented with

numbers and data in adult life then it

really does matter

because it's simply not possible to make

good decisions without engaging with and

potentially manipulating quantitative

information so what kind of things are

we thinking about well potentially

mundane activities such as choosing a

phone contract or planning a journey

socially important activities such as

cooking a meal for your new girlfriend

or boyfriend boring but personal vital

things such as checking your pay

statement or planning your future

finances and I also think it's important

to be able to use numbers and data to

engage effectively as a citizen in a

democracy and yes I absolutely am

thinking about three hundred and fifty

million pounds on the side of a bus but

surely most people just get masks

qualifications at school and that sets

them up just fine

unfortunately that's not the case the

most recent government commissioned

survey of adult skills use questions

such as this one to assess everyday math

levels and that's multiple choice and

also using a calculator remarkably less

than a quarter of those who had got a 2

C at GCSE within the last eight years

were able to answer this kind of

question correctly and across the whole

population that figures 22% so I'm

pretty sure this room is not a

representative sample but if it were

that would just be this little group

down here he's getting worse for

numeracy but getting better for literacy

and it really does matter both for the

UK and for individuals themselves for

the UK a conservative estimate sees poor

numeracy costing the economy twenty

point two billion pounds a year and for

individuals research than the OECD

suggests that good numeracy is the best

protection against unemployment low

wages and poor health more significant

than literacy or any other variable but

they measure so this is an issue for

millions across the country and indeed

across the world but there is a way

forward and it's not about teaching ever

more complex

in schools instead there are three

things that we need to enable everyone

to be confident and competent to use

numbers and data in daily life

the first is value valuing the

importance not so much of the complex

maths in simple situations that you're

often presented with at school but

instead the value of being able to use

normally rather simple maths but to help

you make good decisions in daily life

the second element is belief or mindset

and this is basically shifting from I

can't do maths to I can't do math yet

there is no math gene or to put it

another way we all have the genetic

makeup to become numerous and there's a

growing body of evidence from

neuroscience and behavioral psychology

from the work of Carol Dweck Angela

Duckworth Joe bola Daniel Kahneman 17

times 24 is from him by the way and

indeed our work at national numeracy

that's starting to destroy what Matthew

cyi calls the talent myth something

particularly prevalent around maths and

the final elements is effort what does

it feel like when you don't know what to

do formative moments always start by

being uncomfortable

that's mentally but it also applies

physically we've got to struggle and get

things wrong a lot in order to

eventually succeed

indeed as NASA Nicholas Taleb points out

acute or short-term effort and

discomfort is good or probably even

vital for us and the avoidance of

short-term discomfort leads to chronic

or long-term discomfort and if you buy

that it might be worth thinking about

when was the last time you were outside

your comfort zone and I'm not including

a few seconds nine and a half minutes

ago so to sum up the lesson that we need

to take from the mass classroom is not I

can't do maths but instead that

discomfort is the starting point for any

formative moment or opportunity for

learning and that this is at its most

stark in

so no matter what stage of life you're

at you can reform formative moments if

you need to you can become numerous

indeed you can do almost anything to a

decent level but only if you're prepared

to become comfortable with being

uncomfortable thank you

[Applause]