{"id":11395,"date":"2024-04-17T09:00:22","date_gmt":"2024-04-17T09:00:22","guid":{"rendered":"https:\/\/classicalconversations.com\/?p=11395"},"modified":"2025-05-02T03:00:41","modified_gmt":"2025-05-02T03:00:41","slug":"how-to-get-better-at-math","status":"publish","type":"post","link":"https:\/\/classicalconversations.com\/blog\/how-to-get-better-at-math\/","title":{"rendered":"How to Get Better at Math: 5 Tips for Parents"},"content":{"rendered":"
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\u201cI\u2019m just not a math person.\u201d I hear this phrase a lot and it always makes me cringe just a little. Then I remember how many times I\u2019ve seen a great artist\u2019s work and thought, \u201cI don\u2019t have an artistic bone in my body.\u201d Oops, guilty.<\/p>\n

Certainly, we are all different and will have some different tendencies and, of course, some have real learning disabilities. But let\u2019s be honest about this. \u201cI\u2019m not a math [art, sports, music, vocal, etc.] person\u201d is typically a bit of a cop-out, and I believe it damages our students when we say it. It can be deterministic for your student\u2019s future learning paths if they begin to believe these phrases about themselves. There are better ways to view the challenges involved in learning.<\/p>\n

So let\u2019s talk about the impact this phrase can have on our children and how we can overcome this mindset.<\/p>\n

Not a Math Person?<\/h2>\n

In his book Peak<\/a>, Anders Ericsson, speaking about math, states, \u201cThere is perhaps no area in which more people will tell you, \u2018I am no good in . . .\u2019 A large percentage of students, particularly in the United States, leave high school with the conviction that they just do not have the genetic endowment to do any math more complicated than addition, subtraction, and perhaps multiplication. But a number of successful efforts have shown that pretty much any child can learn math if it is taught the right way\u201d (224).<\/p>\n

Throughout his book, Ericsson, who spent decades studying how experts in various fields develop their skills, shows that natural talent plays little or no role in whether someone can develop a skill or talent in a particular area. He has concluded that the amount of time spent practicing the right way\u2014what he calls \u201cdeliberate practice\u201d\u2014is the key indicator of learning and skill development.<\/p>\n

This is why I have heard an artist express resentment when people praise them for their \u201cnatural talent\u201d\u2014not realizing that they are downplaying the hundreds of hours the artist put into developing those skills.<\/p>\n

Let\u2019s Rephrase That<\/h3>\n

When a child begins to internalize the phrase \u201cI\u2019m not a math person,\u201d it will color every interaction they have with math. When they come across a difficult problem that they cannot solve, it will reinforce the belief and lead to frustration. They\u2019ll develop math anxiety<\/a>.They\u2019ll lose any motivation to push through the difficulty because they believe that they are incapable of learning it.<\/p>\n

So, let\u2019s rephrase that. A child who instead has been shown that math is just like any other skill and can be developed and practiced might instead think, \u201cI\u2019m not currently good at this type of math problem, but I know that I\u2019m eventually going to figure it out.\u201d<\/p>\n

Learning Begets Learning<\/h3>\n

George Leonard in his book Mastery<\/a>, defines mastery as \u201cthe mysterious process during which what is at first difficult becomes progressively easier and more pleasurable through practice\u201d (xi).<\/p>\n

We were created with the ability to learn and improve at things that we practice. Learning and seeing improvement in any skill or area naturally brings a degree of pleasure and can motivate further learning \u2013 at least until that next challenge is reached.<\/p>\n

Conquering enough of these challenging moments can lead to a lifelong \u201cskill\u201d of learning and mastering many different things.<\/p>\n

So, how can we help our children who may have internalized that they are \u201cnot a math person\u201d? Or, to put it bluntly, how do we get better at math?<\/p>\n

1. Embrace the Awkwardness of Learning Math<\/h2>\n

\u00a0<\/strong>First, admit that learning can be a challenge at times.<\/p>\n

George Leonard writes, \u201cThe early stages of any significant new learning invoke the spirit of the fool. It\u2019s almost inevitable that you\u2019ll feel clumsy, that you\u2019ll take literal or figurative pratfalls\u201d (81). Help your student see that it\u2019s okay for a new skill to be difficult and it may even make them look or feel clumsy or unintelligent at first. This starts with you demonstrating how you embrace the difficulties and embarrassment of failure when trying something new.<\/p>\n

I did not grow up playing soccer, but all my kids have played for many years now. As a dad, I had to learn some soccer skills to keep up. When I would practice kicking the ball back and forth with them, I would always make some passes with my left foot.<\/p>\n

At first this was painfully awkward for me and for them as I felt like I was going to fall down every time I tried it (and the ball never went back to where they were standing). But over the years as I continued to practice the awkward moves, I got to the point where my left foot felt very comfortable kicking a soccer ball, and I could do it with some ease.<\/p>\n

When I have coached kids in soccer, I often encourage them to kick with their left foot while practicing. The players who improve the most over the course of a season are those who are okay with feeling awkward during practice. The ones who have trouble handling the embarrassment of those awkward left-footed kicks in practice don\u2019t improve nearly as much.<\/p>\n

Working on a new kind of math problem can feel just like kicking a soccer ball with your off-foot for the first time. But don\u2019t get frustrated! Getting a wrong answer is still part of the learning process and doesn\u2019t need to feel like a \u201cbad\u201d thing. It\u2019s an opportunity to problem-solve. You will get faster and more accurate as you practice.<\/p>\n

2. Practice the Right Way (with \u201cDeliberate Practice\u201d)<\/h2>\n

\u00a0<\/strong>So how should we practice? Anders Ericsson believes that the key to mastering any skill is to deliberately practice the skill. Here are the main facets of what he calls \u201cdeliberate practice\u201d:<\/p>\n

It has well-defined, specific goals.<\/h3>\n

Your math curriculum should provide this in each assignment.<\/p>\n

It is focused.<\/h3>\n

Give your full attention to what you are practicing.<\/p>\n

It involves feedback.<\/h3>\n

You need to know whether you’re doing it right, and, if not, where you’re going wrong. One important tip here: minimize the time between doing the math assignment and checking\/grading the math. Your student needs that immediate feedback.<\/p>\n

Get outside your comfort zone.<\/h3>\n

Your math curriculum should be progressively moving the student to new challenges. Welcome these challenges as part of the growth process like you would in any other skill.<\/p>\n

3. Learn to Deal with the Emotions of Math<\/h2>\n

Math assignments sprinkled with tears.<\/p>\n

We\u2019ve all been there. Tears are flowing, frustration is high, and not much is being accomplished at the moment. When our brain gets flooded with emotions, math becomes very difficult, and it is best to find a way to take a break, distract the brain a bit, and come back to math when calm.<\/p>\n

When you come back to math after a break, consider starting back with an easier problem to get back into the flow before attempting the challenge again.<\/p>\n

4. Learn How to Get \u201cUnstuck\u201d<\/h2>\n

Show your children what to do when they are stuck on a particular math problem. Ideas can include watching a video on how to solve that kind of problem, reading the relevant portions of the math book again, finding similar example problems, checking the solutions manual, or calling a friend who is farther ahead in her math learning.<\/p>\n

This is a valuable opportunity to teach your student how to learn more independently in any subject area and will help them fight against the tendency to just give up when it gets difficult.<\/p>\n

5. Celebrate Your Progress<\/h2>\n

Finally, celebrate the victories along the way.<\/p>\n

When my kids feel like they won\u2019t ever \u201cget\u201d a certain type of math problem, I remind them (gently) that they have a years-long history now of proving that they are capable of learning any type of math question that comes their way. Show them an example of a question in their younger sibling\u2019s math book that used to be difficult for them, but that they now can work with ease.<\/p>\n

This will help them build confidence that they are indeed a \u201cmath\u201d person.<\/p>\n

The Key to Becoming a \u201cMath Person\u201d: Reject That Kind of Thinking!<\/h2>\n

We shouldn\u2019t define ourselves by what skills or knowledge we don\u2019t have, but instead think of ourselves as being capable of learning anything.<\/p>\n

Instead of \u201cI\u2019m not a math [art, sports, music, vocal, etc.] person\u201d, let\u2019s try this: \u201cI haven\u2019t yet learned (or am out of practice with) that type of math question.\u201d<\/p>\n

I guess it\u2019s time for me to go practice my art skills . . .<\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cI\u2019m just not a math person.\u201d I hear this phrase a lot and it always makes me cringe just a little. Then I remember how many times I\u2019ve seen a great artist\u2019s work and thought, \u201cI don\u2019t have an artistic bone in my body.\u201d Oops, guilty. Certainly, we are all different and will have some […]<\/p>\n","protected":false},"author":87,"featured_media":11396,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[465],"tags":[3288],"class_list":["post-11395","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-classical-christian-education","tag-ken-hively"],"acf":[],"yoast_head":"\nHow to Get Better at Math: 5 Tips for Parents - Classical Conversations<\/title>\n<meta name=\"description\" content=\"Everyone is a math person! 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