You're Not Bad At Math, You're Just Lazy

Seeker

5 Nov 201303:14

Summary

TLDRIn this video, Trace and D News debunk the myth that people are either naturally good or bad at math. They emphasize that math is not genetic but a language that can be learned like any other, supported by scientific studies. The video encourages viewers to practice math regularly, highlighting its benefits for brain function and problem-solving skills.

Takeaways

🧠 The belief in a 'math gene' is a myth; math ability is not predetermined genetically.
🗣️ The phrase 'I'm not a math person' is harmful and should be abandoned as it can hinder one's own progress.
🎨 Math is not the enemy of creativity; it is used by artists like painters and sculptors to enhance their work.
📚 Math is a language, similar to spoken languages or music, which can be learned with exposure and practice.
🏠 Early emphasis on math at home can give a slight advantage, but it's never too late to learn and improve.
🏋️‍♂️ Like physical activities, math requires practice and with time, one can become proficient.
🧬 A study in the journal Neuroscience found a specific section of the brain for contemplating numbers, suggesting our brains are equipped for math.
🌐 Learning a second language and being bilingual have cognitive benefits, including improved problem-solving and delayed brain aging.
📈 Exposure to math makes students smarter by improving the functioning of the prefrontal cortex, which is associated with executive functioning.
🏫 In countries with longer school years, like Japan, students have more exposure to math, which can enhance their skills, not because of genetic superiority.
💡 The video encourages viewers to start practicing math, like mentally calculating tips, to improve their abilities over time.

Q & A

What is the main message of the video script about math?
-The main message is that there is no such thing as being bad at math due to genetics or innate ability. Instead, math is a skill that can be learned and improved with practice, similar to learning a language or playing a sport.
Why do some people feel they are not 'math people'?
-Some people feel they are not 'math people' because they have internalized the belief that mathematical ability is predetermined by genetics. This belief can be self-limiting and discourage effort in learning math.
What does the script suggest about the relationship between math and creativity?
-The script suggests that math is not the opposite of creativity. In fact, artists like painters and sculptors use math to create curves, depth, and ensure structural integrity in their work.
How does the script relate math to language learning?
-The script compares math to learning a language, emphasizing that just like in language classes, exposure and practice at home can give a head start, but it doesn't mean one cannot learn later in life.
What does the script say about the development of writing and mathematics?
-The script mentions that writing was developed around 5,000 years ago by the Sumerians, who also devised a way to write mathematics, indicating that math has a long history intertwined with written language.
According to the script, how does learning math at a younger age benefit an individual?
-Learning math at a younger age can provide a slight advantage, as it allows for more familiarity and comfort with the subject. However, the script emphasizes that it's never too late to learn and improve in math.
What does the script reveal about the brain's capacity for numbers?
-The script cites a study that found a specific section of the brain for contemplating numbers, suggesting that our brains are naturally equipped to work with numbers.
How does learning a second language relate to brain health according to the script?
-The script mentions that researchers at the University of Kentucky showed learning a second language can delay aging, keep the brain agile, and improve the ability to switch between tasks and solve problems.
What benefits does math exposure provide to the brain, as mentioned in the script?
-According to the script, exposure to math makes students smarter by improving the functioning of the prefrontal cortex, which is associated with executive functioning skills such as planning, organizing, strategizing, and managing time and space.
What does the script suggest about the impact of longer school years on math proficiency?
-The script uses Japan as an example to suggest that longer school years provide more exposure to math, which can improve proficiency, rather than indicating a genetic advantage in math ability.
What advice does the script give to those who want to improve their math skills?
-The script advises to start practicing math in everyday situations, such as mentally calculating tips, as consistent practice will lead to improvement over time.

Outlines

00:00

🧠 Debunking the 'Math Person' Myth

The video script starts by challenging the notion that people are inherently good or bad at math. It emphasizes that mathematical ability is not a genetic trait but a skill that can be developed. The speaker, Trace, argues against the phrase 'I'm not a math person,' suggesting it's a self-limiting belief. The script discusses how math is similar to language, and like any language, proficiency can be improved with exposure and practice. It also touches on the historical development of writing and mathematics by the Sumerians and how early exposure to math can be beneficial, but it's never too late to learn. The video encourages viewers to change their mindset about math and to practice it regularly to improve their skills.

Mindmap

Keywords

💡Math

Mathematics, often referred to simply as 'math,' is a discipline that deals with the properties and relationships of numbers, quantities, shapes, and patterns. In the video, math is portrayed as a subject that is not an innate talent but a skill that can be developed. The script emphasizes that the belief of being 'bad at math' is a self-limiting myth and encourages viewers to change their mindset.

💡Genetic Predetermination

This concept refers to the idea that certain traits or abilities are determined by one's genetic makeup. The video refutes the notion that mathematical intelligence is genetically predetermined, arguing instead that math ability can be cultivated through practice and learning.

💡Math Person

The term 'math person' is used in the script to describe someone who believes they have a natural aptitude for mathematics. The video challenges this notion by asserting that the phrase 'I'm not a math person' is harmful and not based on scientific evidence, encouraging viewers to abandon this belief.

💡Creativity

Creativity is the use of imagination or original ideas to produce something new and valuable. The script dispels the myth that math is the antithesis of creativity, providing examples of how artists and sculptors use mathematical principles in their work to create depth and stability.

💡Language

Language, in the context of the video, is used metaphorically to describe math as a system of communication with its own rules and structure. The script suggests that learning math is similar to learning a spoken language, where exposure and practice are key to proficiency.

💡Tip Calculation

Tip calculation is a practical example used in the script to illustrate how math is used in everyday life. It shows how simple mathematical operations can be applied to calculate the tip for a service, emphasizing the relevance of math in daily activities.

💡Neuroscience

Neuroscience is the scientific study of the nervous system and brain functions. The video references a study from the field of neuroscience that discovered a specific brain region associated with contemplating numbers, suggesting that our brains are naturally equipped to understand and work with numbers.

💡Executive Functioning

Executive functioning refers to a set of cognitive processes that are necessary for planning, organizing, strategizing, and managing time and space. The script mentions that exposure to math can improve the functioning of the prefrontal cortex, which is associated with executive functioning, thus enhancing these cognitive skills.

💡Bilingualism

Bilingualism is the ability to use two languages fluently. The video cites research showing that bilingual individuals can switch between tasks more quickly and have decreased brain decay as they age. This is used as an analogy to suggest that learning and practicing math can have similar cognitive benefits.

💡Practice

Practice is the act of performing an activity repeatedly to improve or master it. The script emphasizes the importance of practice in learning math, comparing it to learning a sport, language, or musical instrument, where consistent effort leads to proficiency.

💡Motivation

Motivation is the drive or desire to do something. The video aims to motivate viewers to engage with math by challenging negative perceptions and highlighting the cognitive benefits of mathematical learning and practice.

Highlights

The myth of being 'bad at math' is debunked; there's no genetic predisposition to mathematical intelligence.

The phrase 'I'm not a math person' is harmful and should be abandoned.

Dislike for math often stems from improper teaching methods rather than inherent inability.

Math is not the opposite of creativity; it's used in various creative fields like painting and sculpture.

Writing and math were developed around the same time, emphasizing the historical co-evolution of language and numerical understanding.

Mathematical skills can be improved through exposure and practice, similar to learning a language.

Early emphasis on math at home can provide a slight advantage, but it's not a determinant of one's math ability.

Learning math is akin to learning a sport or musical instrument, where consistent practice leads to mastery.

A study in the journal Neuroscience discovered a brain section specifically for contemplating numbers.

Learning a second language has been shown to delay aging and keep the brain agile, with potential benefits for math learning.

Bilingual individuals can switch between tasks more quickly and solve problems more rapidly.

Exposure to math makes students smarter by improving the functioning of the prefrontal cortex.

Math enhances executive functioning, which includes planning, organizing, strategizing, and managing time and space.

In countries with longer school years, such as Japan, students have more exposure to math, indicating the importance of practice.

The belief that certain groups are better at math is not genetic but rather due to increased exposure and practice.

Everyone's brain is capable of math, and consistent practice is key to improvement.

The video encourages viewers to start practicing math, such as calculating tips mentally, to improve their skills over time.

The video concludes by inviting viewers to share their thoughts on math and subscribe for more educational content.