every now and Then one comes across on a small text on a narrow topic that says a lot about a something a little larger. So it is with the interview with Stanfordforskaren Jo Boaler as the Swedish newspaper svenska Dagbladet published as a part of a series on ”the brain in education”.
Boaler want to dispel the myth that some are born with ”mattehjärna” and the other not. The point is not that our genes have no significance for how skilled we can become at solving equations. But to the vast majority of them are sufficiently talented to get to be really good on that count, given that the conditions are right.
therefore have less to do with aptitude and more with other factors. Jo Boaler take the example of the way that you teach mathematics, which often focuses on the test and to solve the speech arriving at the chalkboard. There are exercises that creates a kind of stress that focuses on our ability to stress management in the place of our numeracy.
She also notes the importance of expectations. The one that gets stamped as a person without mattehjärna risk losing both motivation and encouragement from others to practice properly.
we Want to be good at math, are ready, and get the opportunity to work hard for it – so can we. It is a nice insight.
Stanfordforskaren stresses that ”we have a brain that is plastic, which change based on how we use it”. We want to be good at math, are ready, and get the opportunity to work hard for it – so can we. It is a nice insight.
the conviction that we are predestined to either succeed or fail is unique to mathematics. I don’t believe that.
How often is not stamped children – and adults – out for the thumb in the middle of the hand, is otekniska or lacks ball sense with the spirit that they are beyond all redemption? As if the condition were something innate and impossible to change?
Just as with mathematics also teaches the first tentative steps towards the strengthening of the knowledge and skills to create a strain that tests stressförmågan. At the same time makes the expectations and prejudices of others and ourselves us unwilling to make the necessary personal investment in the project.
”a little bigger” as Boalers reasoning about mattehjärnan says something about? If the personal and joint responsibility for children – and adults – will be able to shape their own destinies.
We can learn the most, if we put our minds to it. After all, we have an absolutely amazing brain – it is our task to shape it so that we can devote ourselves to what we want with skill and confidence.
But in order to succeed it is necessary that we be given the opportunity to try, fail and try again.
