bohemian style wedding collections on sale

I've been mostly sharing my math side in my math group but here's something for you-all.

Language and attitude around math. Part 1

One of things I find most fascinating is how easily we express negativity about math learning. Many people seem to have developed a genuine phobia, fear or dislike of math during their educational years or feel that they are inadequate mathematically compared to peers so are 'not good at math.' This develops into the common belief that there are math people and the rest of us. This, in itself, is an interesting topic but what I find more interesting is the ease and acceptance of which people use negative language about their own math performance and math in general around kids. bohemian style wedding collections on sale

To use a comparison, with music, many of us might say "I don't have good ear," or "I can't sing," or "instruments are just not my thing." Unlike math, however, many people will appreciate it even if they aren't able to do it. They'll say "I love to listen to music," even if "I can play an instrument."

With math, what I normally hear is "I can't do math," "I don't see the point of it," "I never used it again," and so forth.

Because this is so comfortably expressed often without the complement of "I might not be able to do math but I really like this security software on my computer," or "Calculus was never my strong point but I love puzzles / the patterns in nature" and so forth, it paints math as this strange negative zone (no integer pun intended). Some people can pass into that zone, but most of us sit on the other side and thank our applications, calculators and math practitioners -silently - for delving into those frustrating subjects.

Even worse, it is rare that I hear someone say the equivalent of "I never really had the time or opportunity to learn an instrument as a kid but now I think I will." The presumption is that some basic level of competence can be achieved with the instrument with enough practice, patience and perseverance. I would argue that this is the same for math.

What I find, is that this frustration, bewilderment and negative expression is copied by kids. "I can't do math." "What's the point of this?" Barriers to understanding seem insurmountable. Math is something to be endured, especially if you are having trouble with it. Once those first faults start to show, the rest will come crumbling down shortly. You are clearly not mathy (and never will be). The very few people who thrive within its harsh terrain are enigmatic.

As I've been trying to figure out what it is that makes us approach math learning differently in order to improve upon it, one thing has become clear.

Start with this. Positive language.