Comments on: Ending Math Anxiety in Girls http://girlmogulmom.com/1276/math-anxiety-in-girls/ Advice for Parents of Tweens Sun, 18 Jul 2010 03:02:16 +0000 http://wordpress.org/?v=2.8.6 hourly 1 By: Jen W http://girlmogulmom.com/1276/math-anxiety-in-girls/comment-page-1/#comment-107 Jen W Fri, 26 Feb 2010 18:41:37 +0000 http://girlmogulmom.com/?p=1276#comment-107 I think it's great that you were able to take the time to do some critical analysis and investigation into the difficulty you encountered with your daughter's math homework. Just by doing that, you've modeled for her the most important skill in math....realizing you don't know the answer, and figuring out how to get closer to it. You'll note that I didn't say "figuring out how to get the answer". Yeah, I did that on purpose. We're so conditioned to believe that in math, there always is an answer. And, for the most part, if we're talking elementary or middle school math, there usually is one correct answer. But like life itself, math in the early years is as much about the journey as it is the destination. I think that a lot of students are so concerned about getting the right answer, that they don't realize (or aren't told) that what they are actually learning is a process; a process that can be applied to other problems. An analogy: If you memorize the way to get to the store from your house, you can only get to the store. But, if you have a map of the town and you know how to use it, you can get to the store or the library. I'm not arguing against drilling multiplication tables, or repeating the same basic skills over and over. These are important exercises in strengthening math skills. But, without also understanding the concepts, the ability to use that information is limited. I teach Genetics to Biology majors at a pretty good public liberal arts college. As part of my course, I have to teach the students how to multiply fractions and what percent means. Yes, the same skills they allegedly "learned" in grade school. Why do I have to re-teach these concepts to students that have made it all the way through calculus? I have to guess that it's because they never really learned it in the first place. And what Christine talks about is at the root of the problem--elementary school teachers, for the most part, don't really understand basic math. They can teach the steps required to go from A to B, but they don't have a firm grasp of the concepts at work. So, the cycles perpetuates. In my classes, the students studying to be elementary school teachers almost always have the worst math skills. That's not to say they are bad people or bad teachers, but we just don't demand this of them, nor do we reward it. Is it worse for girls? I don't know. I'd like to think things are actually changing a bit in that respect. My college is 70% female. That's just because the girls are doing so much better academically than boys these days. However, there is still a minority of women entering sciences (all except for biology). Why? I think that (perhaps because of cultural conditioning) girls/women are much more sensitive to the possibility of having their weaknesses exposed than are boys. I think girls know that they don't KNOW math, so they avoid putting themselves in positions where this will be uncovered. Boys, on the other hand, are boys, and much more likely to forge ahead and pretend that they know what they're doing. (You know, just like the guy that doesn't want to stop and ask for directions.....hours after he should). So, bravo to you for saying "I don't know....let's find out together." It is these experiences that will give our daughters the confidence to try hard things, rather than shy away from them. I think it’s great that you were able to take the time to do some critical analysis and investigation into the difficulty you encountered with your daughter’s math homework. Just by doing that, you’ve modeled for her the most important skill in math….realizing you don’t know the answer, and figuring out how to get closer to it.
You’ll note that I didn’t say “figuring out how to get the answer”. Yeah, I did that on purpose. We’re so conditioned to believe that in math, there always is an answer. And, for the most part, if we’re talking elementary or middle school math, there usually is one correct answer. But like life itself, math in the early years is as much about the journey as it is the destination. I think that a lot of students are so concerned about getting the right answer, that they don’t realize (or aren’t told) that what they are actually learning is a process; a process that can be applied to other problems. An analogy: If you memorize the way to get to the store from your house, you can only get to the store. But, if you have a map of the town and you know how to use it, you can get to the store or the library.
I’m not arguing against drilling multiplication tables, or repeating the same basic skills over and over. These are important exercises in strengthening math skills. But, without also understanding the concepts, the ability to use that information is limited.
I teach Genetics to Biology majors at a pretty good public liberal arts college. As part of my course, I have to teach the students how to multiply fractions and what percent means. Yes, the same skills they allegedly “learned” in grade school. Why do I have to re-teach these concepts to students that have made it all the way through calculus? I have to guess that it’s because they never really learned it in the first place.
And what Christine talks about is at the root of the problem–elementary school teachers, for the most part, don’t really understand basic math. They can teach the steps required to go from A to B, but they don’t have a firm grasp of the concepts at work. So, the cycles perpetuates. In my classes, the students studying to be elementary school teachers almost always have the worst math skills. That’s not to say they are bad people or bad teachers, but we just don’t demand this of them, nor do we reward it.
Is it worse for girls? I don’t know. I’d like to think things are actually changing a bit in that respect. My college is 70% female. That’s just because the girls are doing so much better academically than boys these days. However, there is still a minority of women entering sciences (all except for biology). Why? I think that (perhaps because of cultural conditioning) girls/women are much more sensitive to the possibility of having their weaknesses exposed than are boys. I think girls know that they don’t KNOW math, so they avoid putting themselves in positions where this will be uncovered. Boys, on the other hand, are boys, and much more likely to forge ahead and pretend that they know what they’re doing. (You know, just like the guy that doesn’t want to stop and ask for directions…..hours after he should).
So, bravo to you for saying “I don’t know….let’s find out together.” It is these experiences that will give our daughters the confidence to try hard things, rather than shy away from them.

]]> By: Andrea http://girlmogulmom.com/1276/math-anxiety-in-girls/comment-page-1/#comment-106 Andrea Fri, 26 Feb 2010 18:20:52 +0000 http://girlmogulmom.com/?p=1276#comment-106 Great article. I am also a Mom who did not excel in math. But I am trying to encourage my daughter to learn the basics inorder to establish a solid foundation for future learning. At bedtime I make up math word problems and she enjoys doing them in her head. It's a more relaxed atmosphere and is fun as opposed to sitting at the kitchen table trying to get her homework done (as quickly as possible). Thanks for highlighting this important topic. Mom of an 8 year old Great article. I am also a Mom who did not excel in math. But I am trying to encourage my daughter to learn the basics inorder to establish a solid foundation for future learning. At bedtime I make up math word problems and she enjoys doing them in her head. It’s a more relaxed atmosphere and is fun as opposed to sitting at the kitchen table trying to get her homework done (as quickly as possible). Thanks for highlighting this important topic.

Mom of an 8 year old

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