Comment due Sunday, October 27
“I’m bad at math.”
Everyone on earth, probably
Contents
Background
“I’m bad at math.” This is something I’ve heard from a handful of students (in different classes) over the last few years. It’s devastating to me to hear anyone say this about themselves…let alone my own students.
Here’s a big secret: I’ve said this about myself. I have a Ph.D. in math. I write math research papers and get invited to give fancy math research presentations. I’ve taught hundreds (maybe thousands?) of students math in my career. And I have said this about myself tons of times over the years.
Here’s another (not-so-big) secret: I’m bad at pushups. I don’t have a Ph.D. in pushups! I can barely do one pushup! I’m, like, definitely, objectively really really bad at pushups! But it doesn’t make me feel bad when I can’t do a pushup. I really don’t care. So what’s different about math?
There is something unique about math: it can make all of us feel bad about ourselves sometimes. The wife of my good friend (who got his Ph.D. in math the same week I got mine) says this: “You mathematicians…if you do understand something, you think it’s because it’s obvious and easy…if you don’t understand something, you think it’s because it’s impossible and you’re too dumb. When do you ever get to feel good about yourselves?” Doing math can be very humbling. (If you’ve never been challenged doing math, let me know and I’ll find a challenge for you.)
There are lots of intersecting reasons that so many people think they’re bad at math, even when they’re not…especially when they’re not. For example, do this right now: do a Google image search for “mathematician.” Scroll until you see someone who looks like you. Can you find anyone? I haven’t seen all of your faces on Zoom, but I’m willing to bet none of you look like this bro:
Assignment
Choose one of the following prompts. Then write a response of at least 5 sentences and drop it in the comments below.
- Read an article on “math anxiety” (for example this one). Math anxiety is a real thing and there have been tons of articles written on it! Summarize the article. What parts of it resonated the most with you? What is a situation during which you remember experiencing math anxiety in your life? Were you able to overcome it? How? Have your feelings about math changed as you’ve gotten older?
- Go back to the results of your Google image search for “mathematician.” Find a picture of a mathematician who looks like you. What is their name? Research this person’s biography and summarize it for us. What did you find most interesting about their life? What is a question you would ask this person about their life if you could?
- Okay, let’s get personal! Have you ever thought, “I’m bad at math,” yourself? Have you ever said it out loud? How often does this thought come into your head? In what circumstances? What do you do when it happens? Have any of your friends or classmates ever said this about themselves to you? What would you tell your friend if they said “I’m bad at math” to you? What do you think makes people think they’re bad at math? What do you do to challenge these thoughts? How can we support people when they feel like this? (Bonus: respond to someone else’s comment on this prompt; be nice.)
If your response is too long for a comment or if you want to include pictures (especially for prompt #2), feel free to submit your own new post. Use the category Bad at math and copy the link into the comments below.
You will earn participation credit for your comment.
Back to pushups
Recently I decided to be consistent about trying to do a pushup. I started with planks and pushup variations and eventually was able to do a number of traditional pushups! (After I accomplished this goal, I instantly got bored and stopped trying to do any pushups at all… so chances are that once again, I wouldn’t be able to do even one haha!)
So here is one more question for you: why do you think am I talking so much to you about pushups in a math class???
Since the fear of failing may affect one’s ability to think properly when performing math activities, math anxiety is a real and common problem that frequently affects even math-proficient people. I found the argument that math anxiety is a result of cultural perceptions of who is “good” at arithmetic to be very compelling, as it reinforces a fixed perspective. When given timed math tests in high school, I recall getting nervous because I was afraid that making mistakes would show that I wasn’t “a math person.” I’ve come to approach calculations with more patience over time, realizing that perseverance rather than speed is the key to conquering obstacles. My feelings toward math have changed as I’ve gotten older, but they’ve remained mostly the same. I now know that it’s okay to take my time and how to better manage it. That’s why fixing problems is so appealing.
Article: https://www.edweek.org/teaching-learning/the-myth-fueling-math-anxiety/2020/01
I agree with what you stated, during this semester I can honestly say I have experienced math anxiety a couple of times. During multiple scenarios, I felt as though math wasn’t my forte however when I was finally able to understand and get the solution I was able to move forward with more confidence.
Before the start of this semester, I spoke with an advisor about which classes I should take since I took three semesters off from school and I just switched my major. While speaking with my advisor I decided that I would take Calculus II, Intro to Linear Algebra, Math Education, and Statistics with Probabilities all math classes with their levels of difficulty; after my first day of Calculus II, I just honestly thought I should quit and that āIām bad at mathā. Every time I step into my calculus class, I always have the same thought process this work is difficult and Iām not able to understand what the professor is saying. But after the second or third class, I made a couple of friends some were struggling and others were able to speak up and ask for help. I went to the tutoring center and joined study groups but it still didnāt quite help I asked Prof. Poirier for help and she gave me some resources and some useful sites. With this help I didnāt have the thought I was bad at math instead I thought I had a chance I was able to understand the work the teacher was talking about. However, putting so much focus on one class I lost focus on the other and the thought came back: am I bad at math?
There are many times when I feel like I am bad at math. For example, I took Calculus II last semester and it took me some time to understand the different ways that a series converges or diverges and how we can figure this out. There were so many tests that we can perform to figure this out. One thing I used to get confused about was whether the test I am performing is for a series or for a sequence. This made me think that I am bad at math. However, at the end of the day, I just needed to practice more. In addition, sometimes I can’t do basic arithmetic in my head. I would be able to solve very complex mathematical problems but when it comes to the basics, I would get stuck. This would make me doubt my math skills. In retrospect, the fact that I notice the mistakes I make, makes me feel better. I can’t be that bad at math if I recognize my mistakes.
Honestly, I never felt like I was good at math. Since I was little, I always thought it just wasnāt my subject. But once I got into college, that perspective started to shift. I made myself spend a lot of time on assignments and sit down to really understand the material. I realized that while math might not be my strongest subject, I could still do well if I kept practicing. I do sometimes wonder how some of my classmates can keep up with everything just from class, while I need to take my time at home to fully understand each concept. But for me, that extra time has made all the difference.
I donāt actually experience self-doubt, but I understand why many people say, āIām bad at math.ā Itās often tied to past struggles or a belief that math requires a natural talent, rather than being a skill anyone can learn with practice. This mindset can feel discouraging and may make someone avoid math altogether. However, with encouragement, a focus on growth, and the right resources, math can become less intimidating and more achievable. Changing āIām bad at mathā to āIām still learningā can open up new possibilities for growth and confidence in tackling math challenges.