What is math all about?

There is a myth that there are people who are “math people” and others who just aren’t “math people”. This sort of dangerous thinking has a history of convincing millions that they just aren’t good at math, and that, is that. Most people, when they say someone “isn’t good at math” mean that that person doesn’t calculate operational answers quickly, or accurately. Most of us have been taught that that is what math is all about. Memorizing a series of steps to solve a problem, and get the known, correct answer. Luckily, all of these ideas have been proven to be not only dangerous, but wrong.

Fluency and computational accuracy are part of math, no doubt. They’re as much part of math as spelling and grammar are part of writing. In a way, they are the spelling and grammar of math. But they aren’t the language, they aren’t the poetry, and they are far, far from all that makes a mathematician. No one would seriously argue that spelling and grammar are the most important parts of writing. They’re just the easiest place for us to notice inaccuracies.

So… What makes for a mathematician?

This year in grade five we’re going to work on building the behaviours that are so key for skilled mathematicians. Computational fluency and accuracy are part of this (you do need to learn your times tables!), but what else? What other strengths do we need to build to become capable mathematicians?

To begin thinking about this, in the first week, each student has drawn and labeled a picture of what they imagine, when they think of a mathematician. We’ve seen lab coats, glasses and a whole lot of men.

Now, to push our thinking we’re going to try a problem where computational fluency isn’t going to solve things easily, or right away. We’re going to try The Locker Problem.

Note: If you watch the video be sure to stop it where indicated (around 1:56) to try to solve it yourself! Keep trying, and remember: We can do hard things.