How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford


Translator: Bob Prottas
Reviewer: Leonardo Silva Hello. So I’m here to tell you that what you
have believed about your own potential has changed what you have learned,
and continues to do that, continues to change your learning,
and your experiences. So, how many people here —
let’s get a show of hands — have ever been given the idea
that they’re not a math person, or that they can’t go onto
the next level of math, they haven’t got the brains for it? Let’s see a show of hands. So, quite a few of us. And I’m here to tell you
that idea is completely wrong, it is disproven by the brain science. But it is fueled by a single myth
that’s out there in our society that’s very strong and very dangerous. And the myth is that there’s
such a thing as a math brain, that you’re born with one, or you’re not. We don’t believe this
about other subjects. We don’t think we’re born
with a history brain, or a physics brain. We think you have to learn those. But with math, people,
students believe it, teachers believe it, parents believe it. And until we change that single myth we will continue to have widespread
underachievement in this country. Carol Dweck’s research
on mindset has shown us that if you believe
in your unlimited potential you will achieve at higher levels
in maths, and in life. And an incredible study on mistakes
show this very strongly. So Jason Moser and his colleagues
actually found from MRI scans that your brain grows
when you make a mistake in maths. Fantastic. When you make a mistake,
synapses fire in the brain. And in fact in their MRI scans they found that when people
made a mistake synapses fired. When they got work correct
less synapses fired. So making mistakes is really good. And we want students to know this. But they found something else
that was pretty incredible. This image shows you
the voltage maps of people’s brains. And what you can see here
is that people with a growth mindset, who believe that they had
unlimited potential, they could learn anything, when they made a mistake,
their brains grew more than the people who didn’t believe
that they could learn anything. So this shows us something that brain
scientists have known for a long time: That our cognition, and what we learn is linked to our beliefs,
and to our feelings. And this is important for all of us
not just kids in math classrooms. If you go into a difficult situation,
or a challenging situation, and you think to yourself:
“I can do this. I’m going do it.” and you mess up or fail, your brain will grow more,
and react differently than if you go
into that situation thinking: “I don’t think I can do this.” So it’s really important that we change
the messages kids get in classrooms. We know that anybody can grow their brain, and brains are so plastic,
to learn any level of maths. We have to get this out to kids. They have to know that mistakes
are really good. But maths classrooms
have to change in a lot of ways. It’s not just about
changing messages for kids. We have to fundamentally change
what happens in classrooms. And we want kids to have a growth mindset, to believe that they can grow,
and learn anything. But it’s very difficult
to have a growth mindset in maths. If you’re constantly given short, closed
questions that you get right or wrong, those questions themselves transmit fixed messages about math,
that you can do it or you can’t. So we have to open up maths questions so that there’s
space inside them for learning. I want to give you an example. We’re actually going to ask you
to think about some maths with me. So this is a fairly typical problem,
it’s given out in schools. I want you to think about it differently.
So we have three cases of squares. In case 2 there’s more squares
than in case 1, and in case 3 there’s even more. Often this is given out with the question: “How many squares would there be
in case 100, or case n?” I want you to think
of a different question. I want you to think without any numbers
at all, or without any algebra. I want you to think entirely visually, and I want you to think about
where do you see the extra squares? If there are more squares
in case 2 than case 1, where are they? So if we were in a classroom, I’d give you
a long time to think about this. In the interest of time,
I’m going to show you some different ways people think about this, and I’ve given
this problem to many different people, and I think it was my undergrads
at Stanford who said to me — or one of them said to me: “Oh, I see it like raindrops.
Where raindrops come down on the top. So it’s like an outer layer,
that grows new each time.” It was also my undergrads who said: “Oh no, I see it more
like a bowling alley. You get an extra row, like a row of skittles
that comes in at the bottom.” A very different way of seeing the growth. It was a teacher, I remember,
who said to me it was like a volcano: “The center goes up,
and then the lava comes out.” [Laughter] Another teacher said: “Oh no,
it’s like the parting of the Red Sea. The shape separates, and there’s
a duplication with an extra center.” I remember this was —
Sorry, this one as well. Some people see it as triangles. They see the outside growing
as an outside triangle. And then there was a teacher
in New Mexico who said to me: “Oh it’s like Wyane’s World,
Stairway to Heaven, access denied.” [Laughter] And then we have this way of seeing it. If you move the squares,
which you always can, and you rearrange the shape a bit, you’ll see that it actually
grows as squares. So, this is what I want to illustrate
with this question: “When it’s given out in maths classrooms,
and this isn’t the worst of questions, it’s given out with a question of:
“How many?” and kids count. So they’ll say: “In the first case there’s 4.
In the second there’s 9.” They might stare at that column of numbers
for a long time and say: “If you add one to the case number
each time and square it, then you get the total number of squares.” But when we give it to students,
and high school teachers, I’ll say to them when they’ve done this: “So why is that squared?
Why do you see that squared function?” They’ll say: “No idea.” So this is why it’s squared.
The function grows as a square. You see that squaring
in the algebraic representation. So when we give these problems to students
we give them the visual question. We ask them: “How they see it?” They have these rich discussions,
and they also reach deeper understandings about a really important
part of mathematics. So we actually need a revolution
in maths classrooms. We need to change a lot of things. And part of the reason
we need to change so much is because research
on maths teaching and learning is not getting into schools
and classrooms. And I’m going to give you
a stunning example now. So this is really interesting. When we calculate —
Even when adults calculate, where a brain area
that sees fingers is lighting up, we’re not using fingers, but that brain area
that sees fingers lights up. So there’s a brain area
when we use fingers, and there’s a brain area
when we see fingers. And it turns out that seeing fingers
is really important for the brain. And in fact finger perception is — Scientists test for finger perception by asking them to put
their hands under a table — they can’t see them touching a finger, and then seeing if you know
which finger has been touched. The number of university students
who have good finger perception predicts their calculation scores. The number of finger perception
grade 1 students have is a better prediction
of maths achievement in grade 2 than test scores. It is that important. But what happens
in schools and classrooms? Students are told they’re not allowed
to use their fingers. They’re told it’s babyish.
They’re made to feel bad about it. When we stop children
learning numbers through fingers, it’s akin to halting
their numerical development. And scientists have known this
for a long time. And the neuroscientists conclude that fingers should be used for students
learning number and arithmetic. If we haven’t published — We published this in a paper
in the Atlantic last week. I don’t know any educator who knew this. This is causing a huge ripple
through the education community. There’s lots of other research
that’s not known by teachers and schools. We know when you perform a calculation the brain is involved in a complex
and dynamic communication between different areas of the brain,
including the visual cortex. Yet, maths classrooms are not visual,
they’re numerical and abstract. I want to show you now what happened when we brought 81 students
onto campus last summer, and we taught them differently. So we taught them about the brain growing. We taught about mindset and mistakes. But we as also taught them creative,
visual, beautiful maths. They came in for 18 lessons with us. Before they came to us they had taken
a district standardized test. We gave them the same test
at the end of our 18 lessons, and they improved by an average of 50%. Eighty one students,
from a range of achievement levels, told us on the first day:
“I’m not a math person.” They could name the one person
in their class who was a math person. We changed their beliefs. And this is a clip from a longer
music video that we made of the kids. But we keep talking Can’t stop, won’t stop solving It’s like something is growing In our minds every time we try again. ‘Cause the haters gonna hate,
hate, hate, hate, hate. We will make mistakes,
stakes, stakes, stakes, stakes. We’re just gonna shake,
shake, shake, shake, shake. Shake it off! Shake it off! Our method’s gonna break,
break, break, break, break. It’s not a piece of cake,
cake, cake, cake, cake. We’re just gonna shake,
shake, shake, shake, shake. Shake it off! Shake it off! We represent things visually, Present them to our class clearly So that they can see
mmm So that they can see
mmm We know our brains can grow Who cases how fast we go? Understanding’s what we show
mmm Understanding’s what we show
mmm So we keep trying Synapses are firing This problem’s so exciting It’s so cool that I want to go
and show the world! So — (Applause) We need to get research out to teachers.
We need a revolution in maths teaching. If you don’t believe me,
come listen to this kid. He’s a middle schooler,
and we had worked with his teachers to shift from worksheet math
to open math with mindset messages. This is him reflecting on that shift. Math class last year
was notes, and just handouts, and your own little box —
you were just boxed in. You were by yourself,
it was every man for themselves. But now this year is just open.
We’re a whole big — It’s like a city — we’re all working together
to create this new beautiful world. I think the challenges,
and the future that lies ahead for me — If I keep on pushing, if I keep on doing this
someday I’m going to make it. We have focused for so long in education, in maths education, on the right way
to teach a fraction, on the standards we use in classrooms
which are argued about all the time, and we’ve completely ignored the beliefs
students hold about their own potential. And only now
is the full extent of the need to attend to that coming to light. We all have to believe in ourselves to unlock our unlimited potential. Thank you. (Applause)

100 thoughts on “How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

  • Ways… Music
    Painting
    Love for maths
    Yoga strategy games

  • You must understand the power of you 24/7 working technical intelligent brain

    Don’t undermine your minds abilities ,because if you do you’ll end up with a confused and disabled mindset
    If you body and brain has the ability to have technical and fast analytical abilities and scientific functions and names

    Why can’t your mind have the fixed thoughts towards higher concepts and MATHEMATICS ETC……

    Motivation
    Mathematics was created by curious minds ,not really intelligence but only curiosity and figuring certain things out and having believe in their unlimited based potential

    AND
    Because the when math was assigned to the world the world was not really developed it was at the stage of growth so they believed in what they implicated and shared this thought
    Mathematics is not a human it’s been created but can’t be changed.

    *OPINION *

    If they found it possible for them to master it why can’t you.They had brains so do you,and each is the same there’s no difference.
    Straight up,stop undermining your self and when you stop doing that you’ll see how much light you’ll amount to
    💡💡💡💡💡💡💡💡💡💎🍰🤪🤓😎🤩😋😘🤫🤗😄

  • A few assumption here…more voltage is the' brain growing'… No thats just more voltage at that point, but at which point,? A point in time..but what where those people thinking right at that moment. Is this picture of voltages at 2m 25s just one person or a group is the people's combined results? How many people? How were they selected? What if less brain activity means that the person is a maths guru who doesn't have to do at much thinking at the person who is aweful at math and is struggling to get 4 x4? Wouldnt they have more brain activity? There is an assumption that a fixed mind set by this picture is a bad thinking?…however to really solve problems we need focus. We need to be fixed on one idea if we are all over the place we cant concentrate… is it possible that a growth mind set is nothing more than knowledge obesity just snacking on TED talks. All of the above maybe true but we still need some sceptisism.

  • People who believe in growth mindsets for math are math people lmao they don’t understand not being good at math.

  • when i go to faculty of engineering i begin to not understand math it like a sea how can i learn it step by step

  • Jo Boaler's are being used at my college to help new students to help them realize they Can learn algebra. Growth mindset completely changed my point of view about learning math. Much more successful now!

  • I'm about to start watching this… please don't say that some people are bad at math because it's not fun or because they don't like it or because math isn't cool… here we go clicking play

  • for me maths is like im a year behind in my class I understand what came in my previous exams in the next term like do signs change in dmas rule if I multiply just an example but its something like that and then I look back at previous exam paper iam like omg this was so easy silly mistake does this happen with anyone else too

  • Yes the way of teaching needs to change. My teachers even only asked us to recite the equation without asking anything…

  • Since my first comments to this thread I have changed my mind: it is possible that everyone at first has the capacity to "do" maths. Some better than others, perhaps, but everyone can up to a point.
    However, with some of us, something happens at one point and changes everything. I know that during my first year's secondary school I started to lag behind the others. Then lessons followed lessons and pretty soon I didn't understand a single word. Because of course in maths to understand a lesson you're supposed to have understood those that came before. The years that followed were grim: YES, maths anxiety is real.
    So: since that first year of secondary school, i can truly say that I've not understood any maths, either in school or later when I tried to teach myself a little. Three friends have tried to help at different times, and they've all given up in despair. Some told me I wasn't trying. The last one got it right: she said it was impossible to teach me since I lacked even the most basic knowledge.

  • I knew there is a visual version of math Better than Teached to us in school. I knew it was beautiful than ı can Imaged. That's why I love math and its Beauty

  • that is beautiful. I am the math teacher of my 9yo who is homeschooling this year. A teacher told me at some point that my son was having performance anxiety so I turned the table and asked him: that is the exercise book, now it is you who have to teach it to me. And he started gaining confidence and now he is really happy with his math-learning skills… which have dramatically improved btw.

  • I have a slight learning disability I and I lived life like anyone else I loved maths and science and yet I strugled in them and yet I wish I was good at them, now I am 37 and studyed it in self pace I learned I can do more than I ever did, I wish I was good at maths and science to help otheres.

  • I think math is interesting but the way it is taught is what makes the difference
    I remember in high school in the beginning I was taught by Mr.x and I could not get him so when I or anyone ask question he would be like why were you not listening to me
    Which made the students fear him and we would not ask many questions
    After 3 months another teacher Mr.Y came to replace Mr.X

    Mr.Y taught us math like ABCD
    I mean I remember answering questions like I never answered before
    Bcoz he would be cool with us
    I mean weneva someone would ask a question he would be like
    Good question and then he would make sure that everyone heard the question and then he would explain
    Until it's understood
    So it depends how the teachers teach their students

  • Summary for last people how don't want to listen believe in yourself be an underdog that's It …. LMAO that 10 min ad rev 👌👌👌

  • College student here wondering where this math camp was when I was in middle school. Math is such a struggle for so many people, and the "not-math" kids who attended this camp are now equipped to conquer their various arithmetic classes.

    How about a nationwide, elective camp like this for kids whose parents notice them struggling in math? Give these kids the tools they need to proceed on to more complex subjects, with both technical fundamentals and emotional control strategies? There are so many kids who wanted to be scientists, astronauts, and doctors but now they can't because they never learned how to do math. Although the kids who attend this "summer camp" might kick and scream, this camp could possibly change the entire course of their life.

  • I'm watching this because I think i'm failing my Geometry Class 2 Quizzes so far 25 out of 50 mwuhahahahhahaa

  • Teaching math in school past a certain point is really useless. We don't need to factor complex trinomials when we're going to have to pay taxes in 4 years and have no idea how to.

  • I would count on my fingers by touching my nose in kindergarten and my teacher came up to me and told me (stop that You look RETARTED) 8 never counted that way again…

  • 3:06 'Mistakes are really good' it grows your brain. if one has that mindset, he or she likely to be more patient when showing someone how to do math. Information really can affect how people behave when it comes to math (if one really believe that mistakes are good)

  • I got out of crying to fail after our headmaster, a math genius himself , said that not does everyone need to excel at EVERY thing. 😊I got straight A's in linguistics .

  • Totally agree with encouraging kids to use their fingers when adding up. Disgraceful that teachers accepted being told that finger counting in early years should be stopped.

  • To be good at math you must practice a lot like with any other skill worth having there is no shortcut.

  • I taught my 5th grade class to use their fingers. Taught them the times tables in 1 1/2 hours up to the 15 X. Also, they didn't have to memorize them to get the correct answer. I was told that it was an incorrect of teaching by using their fingers. The system is so unique that I discovered and have it copyright. The educational system has to be revamped drastically.

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