A Multidimensional Approach to Mathematics

 I really enjoyed today's class and got a lot out of both talks, particularly Jo Boahler's. Ironically, a classmate and I had just shared with our group that we find we need more time to learn things, and 'lessons' where we are expected to pick up a concept quickly in class and then start performing places a lot of pressure and anxiety on us. I found just hearing someone describe having a similar learning process to mine eased a lot of anxiety for me about this. Joe Boahler's talk then reiterated this concept that maths shouldn't be  concerned with the speed that students perform. I got so much value and comfort in learning that anxiety actually affects our brain in a way that we cannot access our mathematical knowledge. I've experienced this so much in my life, and it's been quite damaging to my confidence at times.  I loved hearing how valuable mistakes were and that "every time a student makes a mistake they grow a synapse." How wonderful and amazing that is to hear, and find that scientific research enforces it. It's not just ok to make mistakes - it's actually good for us! I feel so strongly about this, and it's one of the most important things I want to teach my students.

The differences between growth and fixed mindsets really resonated with me too. I am definitely the poster-child for the fixed mindset, and just hearing about how that came to be and how it affects my thoughts on myself is quite freeing. I was praised for each high mark I got, and eventually life somehow became only about attaining the next highest mark. There was tremendous pressure and little joy in living like that as I was only ever as 'good' as my latest mark. It's really given me a lot to process and think about in terms of how I view myself, and how I want to influence my own kids and students.

I agree wholeheartedly with Alfie Kohn. I too think assigning numbers and grades to students gives a skewed impression of what learning is about. Without having them discover their own  reasons for doing things and natural interests we turn learning into a mechanical process of memorization and regurgitation. I think systems like this are exactly why I got to a point in my life and realised I had completely lost touch with what I actually liked doing.