I’ve been thinking lots lately about the influence parents and teachers have on early numeracy habits in children. And also about the saddeningly difficult or traumatic experiences far too many adults had in their math classes in school. Among the many current problems in America’s educational systems, I present here one issue we can all change. Whether you count yourself mathphobic or a mathophile, please read on for the difference that ** you **can make for yourself and for young people right now,

**.**

*TODAY*I believe my enthusiasm for what I teach has been one of the strongest, positive factors in whatever effectiveness I’ve had in the classroom. It is part of my personality and therefore pretty easy for me to tap, but excitement is something everyone can generate, particularly in critical areas–academic or otherwise. When something is important or interesting, we all get excited.

In a different direction, I’ve often been thoroughly dismayed by the American nonchalance to innumeracy. I long ago lost count of the number of times in social or professional situations when parents or other other adults upon learning that I was a math teacher proclaimed “I was terrible at math,” or “I can’t even balance my own checkbook.” I was further crushed by the sad number of times these utterances happened not just within earshot of young people, but by parents sitting around a table *with their own children participating in the conversation!*

What stuns me about these prideful or apologetic (I’m never sure which) and very public proclamations of innumeracy is that NOT A SINGLE ONE of these adults would ever dare to stand up in public and shout, “It’s OK. I never learned how to read a book, either. I was terrible at reading.” Western culture has a deep respect for, reliance upon, and expectation of a broad and public literacy. Why, then, do we accept broad proclamations of innumeracy as social badges of honor? When an adult can’t read, we try to get help. Why not the same of innumeracy?

I will be the first to admit that much of what happened in most math classrooms in the past (including those when I was a student) may have been suffocatingly dull, unhelpful, and discouraging. Sadly, most of today’s math classrooms are no better. Other countries have learned more from American research than have American teachers (one example here). That said, there are MANY individual teachers and schools doing all they can to make a positive, determined, and deliberate change in how children experience and engage with mathematical ideas.

But in the words of the African proverb, “It takes a village to raise a child.” Part of this comes from the energetic, determined, and resourceful teachers and schools who can and do make daily differences in the positive mindsets of children. But it also will take every one of us to change the American acceptance of a culture of innumeracy. And it starts with enthusiasm. In the words of Jo Boaler,

When you are working with

[any]child on math, be as enthusiastic as possible. This is hard if you have had bad mathematical experiences, but it is very important.Parents, especially mothers of young girls, should never, ever say, “I was hopeless at math!”Research tells us that this is a very damaging message, especially for young girls. – p. 184, emphasis mine

Boaler’s entire book, *What’s Math Got to Do With It? *(click image for a link),* *but ** especially Chapter 8**, is an absolute must-read for all parents, teachers, really any adult who has any interactions with school-age children.

I suspect some (many? most?) readers of this post will have had an unfortunate number of traumatic mathematical experiences in their lives, especially in school. But it is never, ever too late to change your own mindset. While the next excerpt is written toward parents, rephrase its beginning so that it applies to you or anyone else who interacts with young people.

There is no reason for any parent to be negative about the mathematics of early childhood as even the most mathphobic of parents would not have had negative experiences with math before school started. And the birth of your own children could be the perfect opportunity to start all over again with mathematics, without the people who terrorized you the first time around. I know a number of people who were traumatized by math in school but when they started learning it again as adults, they found it enjoyable and accessible. Parents of young children could make math an adult project, learning with their children or perhaps one step ahead of them each year. -p. 184

Here’s my simple message. Be enthusiastic. Encourage continual growth for all children in all areas (and help yourself grow along the way!). Revel in patterns. Make conjectures. Explore. Discover. Encourage questions. Never be afraid of what you don’t know–use it as an opportunity for you and the children you know to grow.

I’ll end this with a couple quotes from Disney’s *Meet the Robinsons*.

Nicely stated, Chris! I’ve faced a similar plaint (i.e., “I hated History in school”) more times than I can count, and your advice applies just as well to that situation.

In all things, situated learning of meaningful material, and moving of routine stuff out of the developing prefrontal cortex to make room for inquiry. In math, Jerome Bruner (and Robert Moses, founder of the Algebra Project) teach that you do the math with your body first, then represent it, and finally symbolize it. I blog on the math brain at http://www.mathnook.com/blog, and am constantly looking for good research to represent!