Evelyn Holcomb 10 Why is it so hard to learn math?
The tongue is sharp. In fact, it is infinitely more difficult and more difficult than mathematics. Yet almost every young child can learn and master a language.
Why is math so tedious for so many students? And how high is the price for the fact that there are so many people in our society who are scared by mathematics or even mathematically illiterate? Too high, especially since the ability to perceive data and perform complex work related to mathematics is becoming increasingly important for both citizens and job seekers.
It often starts with a math teaching task on a resume. This does not correspond to the remarkable amount of mathematical knowledge that people already possess. For example, we are able to solve unknowns. This is algebra. We can also think in terms of three-dimensional spaces, that is, geometry and trigonometry. So this mathematical language is an analytical expression of how we already think.
But how many of us feel incapable, rather than poorly trained or sent down the wrong path, when faced with harsh math? How many children who struggled to understand mathematical concepts and lacked the requisite set of tools were forced to feel stupid or even degraded?
As math education becomes more abstract and complex, more and more students are lost at each stage of its learning. What might have started out as genuine curiosity fades over time.
Compare this to spoken or written language. When a mistake is made, the teacher corrects the wrong part. Then go on. In mathematics, if you don't have a correct result, they are treated as if they were incorrect. And when one mistake piles up after another, too many students just give up: I don't know how to do math.
The 90s Barbie doll - “math is hard” - wasn't just offensive. This self-destructive attitude is reinforced.
But mathematics is not about intelligence. It is a language that many people never learn, often because the educational process lacks the number of ways that a given person can come up with a given solution.
It is not the inability of children to learn. This is a pedagogical mistake. This is the failure of the school. We shouldn't blame the student. (These are children, after all.)
Part of the challenge is to identify gaps in knowledge, to clarify that the problem is not simply that the student does not understand algebra, trigonometry, or whatever. There may be a certain underlying concept that hinders progress in mathematics, as well as in other areas such as social sciences or engineering.
By going back and working through what they don't know, we can break down the barriers that prevent students from pursuing areas and careers in which mathematical knowledge is a starting point and is not available if they are struggling with fundamental concepts of mathematics. We must provide geometry homework help to every student if he does not understand something or if he is simply tired of solving these problems. We must give him the opportunity to move on.
Overcoming this block requires moving beyond broad industrial education and moving towards individualized and personalized learning that allows learners to find their own path. Show me a thousand students and I will show you a thousand different paths that you can use to be successful in mathematics. With the exception of the part of students who cling to math but still show up, it can be difficult for most to understand when the instruction does not provide one-to-one learning.
With new digital technologies and a huge amount of data collection and analysis, we have the opportunity to help students identify basic concepts that they do not understand. We have data on all students who solved this or that math problem, and on those who could not solve it. We also have data on the problems that they managed to solve before. They can always find essay help for themselves in difficult times when they cannot solve a particular problem.
Just as the student is aware that he is struggling, for example, with the concepts of negative numbers, he can go back and master the material to fill in the gaps that allow them to move forward. And when do they find themselves in another difficult situation? They may face challenges that will allow them to master this concept. It is hoped that as they progress, their interest and enthusiasm will increase, further fueling their advancement.
We take this approach at the university level. We are also trying to implement this approach in high school, high school and primary school. This will enable more and more students to pursue degrees and careers that they never thought they had the tools or opportunities to pursue.
In the next few years, this mentality inherited from failures in teaching mathematics should diminish. If we succeed in breaking the assumption that something is wrong with a third grader who cannot learn math and not with the learning process, then we can expect new generations of mathematicians to read and write. Whichever career they choose, they will be more confident and better able to understand and contribute to an increasingly complex data-driven world.