“Why some people can’t learn math” was one of the search terms that allowed someone to find my blog last week. I don’t know why that happened to hit my blog, but the term was so interesting to me that I wanted to write about it. I happen to have pretty strong feelings about it.
The very idea that someone thinks he can’t learn math upsets me. We don’t have people walking around in our country saying, “Well, I tried to learn to read, but I never could catch on.” So why do we have nearly an entire nation full of math-phobics?
One reason is because we somehow anticipate difficulty in math. Parents pass it on to their kids. They say to the kids, “I was never any good at math, so it won’t surprise me if you have trouble with it.” They may as well say, “You have my permission to get bad grades in math.” It drives me cross-eyed to hear that.
Another reason is that we have a lot of elementary teachers who don’t enjoy math! I’m not saying all of them, of course, but there are a lot of elementary teachers out there who will tell you they were never good at math, and as someone who has taught seventh grade, I can tell you that the elementary teachers make a huge, huge difference in a student’s perception of mathematics. I have seen kids come into seventh grade with some really screwy shortcuts, things a teacher told them because she either didn’t know any better or she just did not want to deal with the question. Either way, I can tell you that kids remember those things, and it messes them up for a long time!
One group of students was especially upset with me for introducing negative numbers because a previous teacher had told them that there are no numbers less than zero. Another group had learned the order of operations completely wrong. Some had been taught that you can’t divide a larger number into a smaller one. And I have seen students confused about some math ideas (like fraction division) because when the students asked “why?” the teacher would only answer “because that’s the way we do it.” So I believe we teachers are partly at fault for making mathematics seem difficult & mysterious because we don’t know our curriculum well enough.
Another problem is in the layout of the curriculum.I won’t elaborate here, but if you are a math teacher, you may be interested in this article: If We Taught English the Way We Teach Math.
Enough with the problems – how about some solutions?
Do you think you can’t learn math?
Are you one of those people who thinks you can’t learn math? If you are frustrated about your math skills, then I want you to take some proactive steps to regain control of your math knowledge! You CAN learn math, and don’t you dare buy the lie that you just don’t have the “math gene” or any such thing. I’m sure there is a limit to the mathematics you can learn, because there is a limit to what I can learn, too. But I believe anyone can do what it takes to get through high school, and anyone who gets admitted to a college can do what it takes to get through college. It may come easier to others than to you. You may have to dig for it. That’s OK because anything worth having is worth working hard for. I had to dig for mine, too. And, by the way, so did Einstein. You CAN be good at math!
First of all, you need to convince yourself that if it is written down & explained clearly that you are smart enough to understand it. Why shouldn’t you be? If you have completed the pre-requisite courses, then you can complete this one, too. You need to believe in yourself.
Second: How are you on basic arithmetic? Do you struggle with multiplication? I have seen a lot of students who thought they were bad at math (or couldn’t learn algebra) who turned out just to be slow at arithmetic. Do yourself a huge favor and drill yourself on your multiplication tables. Learn some of the squares and cubes, too. They really help in certain parts of algebra. See my website for some other helpful basics.
How are you at fractions? Do they frighten you? Make you wince? If so, take the bull by the horns and master them! See math.com for fraction help, but be sure you are using Internet Explorer. (It doesn’t seem to like Firefox.)
Third: Take time to understand the definitions. One flaw in our math classrooms is that we focus on the numbers too much. (It’s math, right?) But mathematics is about ideas. If we’re going to talk about common denominators, you need to understand terms the teacher will use, like “common” and “factor” and “multiple”. You also need to know instructions like “evaluate” and “simplify” and “round”. The words turn out to be just as important as the numbers. Learn your math vocabulary!
Fourth: Pay attention to how the teacher writes out the examples. A lot of students take shortcuts to save writing or to save paper. Unfortunately, these shortcuts may obscure the mathematical truth the teacher is trying to convey. Do yourself a favor & write it out the long way; you may learn something.
Notation is especially important in math because math is essentially a written language. Those of us who are teachers need to hold students to the proper notation. Students who are allowed to use poor notation cannot go back and review their homework because the steps will not make sense to them. One particular offense that comes to mind is the use of “=” when one really means “the next step.” For example, many students will write
3x = 15 = 5
which is nonsense. No wonder they are confused by it. What the student meant, of course, was this:
3x = 15
x = 5
which is perfectly logical.
Some teachers might let students get away with the mistake above because the answer was correct. I’ve been there too, but after teaching college algebra and seeing the results of this type of bad habit, I have promised never to let it go again. (It’s an especially fatal flaw in calculus.)
Fifth: Ask questions during class! If you don’t understand something, please ask! Nobody will think you are stupid. I am guilty of the same thing. Nobody wants to look dumb in class. However, math is sometimes difficult to explain in words. If the teacher says something confusing, please ask! Of course, if you aren’t following along, you won’t be able to ask. You must mentally participate in class for this to work.
Very frequently, if you get confused, the teacher may be able to get you caught up with just a short explanation. Indeed, you may be confused because she accidentally said “5” instead of “50” or some such slight mistake. Always ask! I love for my students to ask questions! You may be doing the teacher a huge favor.
Sixth: When you study, you need to WRITE. You can’t study math by reading problems you have already worked. You must work them again. It is worth the extra effort, I promise! I have a master’s degree in math because I studied by WRITING and not by READING! Math takes practice. If you only take one piece of advice with you today, then take this one: PRACTICE YOUR MATH IN WRITING!
Seventh: Do a little at a time. Don’t put off your studying so that you have to learn several sections at one time. Your brain needs time to assimilate the new information. Do you think a piano player learns as much in one 7-hour practice as he does in seven 1-hour practices? Nope
I hope these suggestions will help you take charge of your math education. You are not unable to learn math!! You have what it takes. Trust yourself, practice, ask questions, persist, dig! You CAN!
15 responses so far ↓
Susan B. // June 2, 2007 at 10:14 pm
One particular offense that comes to mind is the use of “=” when one really means “the next step.”
That’s a really interesting insight–I tutor students in calculus here at college, and one of my students has a habit of writing “=” in all kinds of wacky situtations. I couldn’t figure out why he was doing it (and therefore how to get him to understand why it’s not correct), but the idea that he’s using “=” to mean “the next step” makes a lot of sense. I’ll have to see if that’s what is going through his mind…
fok // June 3, 2007 at 8:11 am
I and many other people sometimes use => to mean the next step. Although, I kinda think this would be replacing a bad behavior with one that is only marginally better. I also generally have a full equation on both sides, ie, 3x = 15 => x = 5
lizalee // June 3, 2007 at 10:10 am
What a great post. This year, I am teaching remedial math to students who struggle in math. I am very upfront about how I feel about math — I enjoy it. I also share with them that I was not good at math when I was there age but that I did not just quit. It is a real shame if you don’t know your basic math facts (+, -, x, ÷) but you can survive the experience and go and do higher math and do college level math. I got through school figuring out most problems counting on my fingers. Took me longer but I got there. The irony is that in teaching kids how to do math, I have refound the joy in it. I have learned my basic facts and I have found the joy in solving puzzles which is how I see most math problems.
I think it’s helps my students to see that I don’t consider math a chore but something that can be fun to do, a challenge that one can master. I don’t let them quit and say, “But I don’t know what 7×8 is!” Figure it out. What’s another way you can get there? There is a way, let’s find it.
Alane Tentoni // June 3, 2007 at 12:16 pm
When I was in grad school (up until last month!) we also used ==> to mean “the next step”. ( We pronounced it “implies” as in “3x = 15 implies x = 5.”
That notation works for me & I like it, but I don’t think it would have worked for my middle schoolers — not sure about the high schoolers I will have next year, but I will definitely call them on using “=” where it is not appropriate since I realize now that it’s not all about the right answer — it’s also about effectively communicating the right answer. 
jd2718 // June 3, 2007 at 6:23 pm
You might try
—>
instead of
==>
Alane Tentoni // June 3, 2007 at 7:57 pm
I think –> instead of ==> is a good idea for secondary school. Where I was studying, we did so much with sequences that we used –> for “approaches” and ==> for “implies.”
jd2718 // June 3, 2007 at 10:03 pm
We (in my logic elective) use the single arrow for if… then…
Do you know that you have LaTeX in wordpress?
in normal type:
$##latex 5x = 15x \rightarrow x = 3##$
vs.
in normal type:
$##latex 5x = 15x \Rightarrow x = 3##$
(notice the capital R)
Those #’s need to be removed so the $ is next to Latex with no space.
bob // November 20, 2007 at 10:12 pm
Thank you so much for posting this. This really just uplifted me lol honestly
Dave // February 23, 2008 at 8:49 am
Guys, I really think the answer is that maths is just too hard. Arithmetic is ok, but when you hit algebra etc around Year 11, it just becomes impossible for most people.
yes, with incredible tutoring and help you might be able to pass the exams, but thats just plugging in variables to formulas you dont, at heart understand.
Maths is just too hard.
Alane Tentoni // February 23, 2008 at 8:54 am
I have to disagree, Dave. Math is not hard unless it’s taught in a confusing manner. Math is a very natural, logical extension of arithmetic. Granted, it is more abstract, but students should be able to handle it.
It should not take “Incredible tutoring.” Many people find algebra very easy to learn because they are ready for it and have a need for it. Sounds like you have had a bad experience with some of your teachers.
Alane Tentoni // April 18, 2008 at 8:01 pm
I received this comment from someone too cowardly to post a working e-mail address. She obviously has a chip on her shoulder, but I want to address something she said. Here it is:
*********
Reading ≠ Math.
This whole posts upsets me, as it’s a lot of
generalized statements about a group of people that supposedly, just give up on math.
What about people who have Dyscalculia? And those with other learning disabilities, like dyslexia?
I’m a college student struggling to pass math classes. I have been getting tutored since Middle School, spending extra time doing my work, but cannot remember simple equations or do anything really past basic elementary math.
I hear people like you on a daily basis, lecturing me on how I should work harder and longer and more and more, as if 7 years wasn’t enough.
Please, next time you make a post, don’t be so broad and stingy. Take into consideration those select few individuals. We’re here too.
***************
OK, obviously this post is not directed toward a group of people with a clinical disability. Yes, dyscalculia exists, but it’s NOT the main problem that thousands of math teachers encounter EVERY DAY.
You mentioned dyslexia. Even people with dyslexia don’t proudly proclaim that “I can’t read. Never could.” Many, with treatment & help, go on to be good readers & writers. Yet we math teachers DO hear people all the time talk about how they never could do math, and it’s socially acceptable to be bad at math.
I’m not lecturing you or anyone. And I don’t believe I said anyone should work longer or harder. I’m trying to be encouraging to people who have become convinced that they can’t do math because they’re not smart enough. And what I say is true - I know because I went through it myself, and because I observe it in my students.
Lastly, know this: Math is primarily about ideas, not numbers. If you have dyscalculia, I don’t know how to solve your number & counting problems, but I do know that anyone who has a good teacher (whether in person, video, or book) can learn the ideas. I don’t think people should allow themselves to be pinned down by the idea that they “can’t do math because it’s hard” when the problem is really that they don’t know how to study (or because they are intimidated by it because it seems difficult.
Maybe my statements are general, but I was addressing the general student population. I had thyroid cancer and had my thyroid removed. I don’t expect every general magazine article about metabolism to address my specific problem, because most people don’t have this problem. You shouldn’t expect it either.
Good luck with your math classes.
Renee // May 13, 2008 at 1:14 pm
Growing up I didn’t get past the 7th grade b/c of familial struggles and now I’m wanting to enter college and pursue my dream of being an nurse. There’s only one problem, I’m struggeling with fractions, percentages and algebra I never learned and was wondering if you could recommend a good book to purchase or an online website? Thanks.
Foxx // May 24, 2008 at 9:28 pm
Renee- ‘Teach Yourself Mathematics’ by Trevor Johnson and Hugh Neil would be a great choice.
Brian // May 30, 2008 at 5:09 pm
I have an issue with learning math that hasn’t seemed to be discussed here. I’m a college student at a technical university, and needing only one math course for my degree. I’ve failed it once so far, and at $1100 a pop don’t want to fail it again. Not to mention kill my GPA.
The issue that I come into is; I’m able to follow instructions. I’m a hands-on learner… I don’t learn well visually or my hearing/listening. (Which is one reason I’ve always struggled with math. You don’t learn Algebra with Apples and Oranges, lol) With that being said, I can follow a set of instructions on a sheet and learn those and be able to solve that type of problem. I can recreate a new problem and plug numbers into a formula, run it, and get an answer. Like if you’re programing a computer. Where I get so frustrated (That I often feel like a todler who can’t have his toy till after supper) is when I’m presented with a different type of problem in the same set. (Move the variable to the other side of an = sign or something similar. I just can’t think how to resolve such a variable. Is there something that someone can suggest that would help me to learn how to deal with these varations of similar problems?
and that’s cause some problems over the years. Not a big deal, as I know how to do it manually, just takes longer. In highschool I had one math teacher for all 4 years of math, and we wern’t compatible in the way she taught vs the way I learned. I hired a couple very helpfull tutors my senior year, and wish I could have had them all 4 years but that would have cost a fortune. (Was paying my tutors $50-$80/hour for 4-8 hours a week)
I think a lot of the issue that I’ve had is similar to what is mentioned in this post, I had a 5th grade teacher who skimmed over her math classes and never truly learned some of the basics such as the multiplication tables (10 years later I know maybe 50% off the top of my head, but I’m always embarrased when being tutored because they always scold about not knowing them, any way, not the point of this post…
So that’s my story. Does anyone have any ideas that can help me get through this class? Any help would be awesome!
Oh, forgot to mention, the class i’m working on is MAT143, Buisness Algebra. Thanks in advance!
agape // July 5, 2008 at 9:17 am
In my case, I didn’t learn the basics in elementary school as some of the rest of you have mentioned and I didn’t take the time to make sure I did later. The only difference I see between math and reading for me is that, with reading, every other subject required it and with math they did not. That forced me to get better at it. If math had been required in order to learn history I might have eventually picked it up and become as comfortable with it as I am with reading. Too bad because now I have a lot of catch up to do.
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