My Reflection on Math Myths

April 4, 2008 at 7:50 pm | In Goals, Module 5, algebra | 4 Comments

I’ve encountered several of these myths throughout the years.  The one that stands out the most is “Math requires a good memory, and memorizing formulas and rules is the best way to learn it.”  My high school geometry teacher made us memorize everything!  While my friends in the other section got to have a cheat sheet for tests, my section had to memorize all of the theorems and postulates!   I don’t think any of us understood them any better because we had memorized them.  Many people failed her tests because they hadn’t memorized them even though they probably could have USED them correctly to complete the proofs if they were given a list.  This experience has definitely had an impact on how I teach.  There are some formulas that students should KNOW because they are so common, but a student should never have to sit and memorize a formula because they might need it on a test.  I always supply students with a formula sheet or individual formulas as needed.  Even for the PSSA, students are given a formula sheet and not expected to memorize everything!  I think (hope) my general attitude towards this is apparent to students and will help dispel this myth.

The other myth that hits home with me is “There is a math mind – some people have it and some don’t.”  I think many people to this day believe this myth.  I know my friends thought this in school, many students still do today, and most parents believe it.  I even hear teachers saying it.  This is one of the myths that most effects girls, because “girls don’t have the math mind.”    For me, some of the most logical concrete thinkers are the ones who struggle most with math when it really counts, because they can’t problem solve.  I always tell my kids that someday a potential employer won’t care that you can solve a page filled with equations if when it comes to writing and applying an equation she has to give you the equation before you can solve it.  If she has to give you the equation, she might as well solve it herself!  Some of my students who are the most creative are the best problem solvers in math even though they are stereotypically thought of as “non-math people.”  I think I was fooled by this myth when I was younger because I had many friends who despised math.  However, being a teacher has really helped me to see otherwise.  I think that I help my students avoid this myth be encouraging problem solving and applications of skills instead of rote memory.  I can further help by encouraging and praising all students, including girls!

4 Comments »

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  1. I can’t agree more that most formulas do not need to be memorized — there are other ways to consider: I do not teach the formula for area of a trapezoid to my students in its pure formal form because it just doesn’t make sense to 11 and 12 year olds. We work it out using logical ideas and they are much more successful. Also, with internet access available at the touch of a finger — it’s even available in a new GPS that recently came out and on mobile phones, we can look up any formula we may need. In my real life outside of school, I have never been tested on a formula — now honestly, I’ve used dozens of them, but for the more complicated ones (recently I needed to convert degrees F to Celsius), I just looked it up on the internet in a matter of seconds.

    Comment by dcaine — April 5, 2008 #

  2. I never understood why math teachers thought memorizing formulas would equal a higher success in class. You made a good point about being able to look up the formula you need in a matter of seconds, especially with a cell phone.

    Comment by ashley89 — April 5, 2008 #

  3. I agree that students don’t need to memorize formulas. My high school teachers drilled the formulas into my head but when I got to college most of my professors allowed students to write index cards with formulas on them. I found that doing this allowed me to study the use of the formulas rather then just trying to memorize formulas and not knowing when to use them.

    Comment by lasell — April 6, 2008 #

  4. I also agree when it comes to the formulas. It is nonsence for students to memorize every formula that exists. We typically work towards knowing that there is a formula and where to reference it. Teaching a lot of lower level students, I hear “i don’t have a math mind” all the time. I will even hear this from their parents at meet the teacher night before the school year even starts. It is amazing how many people buy into this. I understand that people have strengths and weaknesses; however, they toss everything out the window without even giving it a chance. I find that their parents are very surprised by the end of the first marking period. Just by making math meaningful and interesting we can help dispell this myth to a lot of students. -Justin

    Comment by mathwithmra — April 7, 2008 #


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