I used to tell students that I was “Math-aphobic” a term I created to mean “fear of math” until I had two daughters that want to be just like me (at least for now, at ages 5 & 7).
I spent many years teaching theater in schools and along with being a full time teacher comes all those wonderful “other duties” like recess, lunch, homework help, tutoring, managing stuff, cleaning injuries and much more. My middle school students had a homework block at the end of our very long day and of course I was responsible to help them with homework in ALL the subjects they were learning.
Luckily, each homeroom had two teachers, so I boldly announced myself as the teacher who could not and would not help with math homework. I remember students raising their hands, and I would respond with a goofy scared face and point to the other teacher. At the time I thought this was endearing, part of my persona as the drama teacher, taking on the identity of an “artsy” person, not a “smart” person.
Sitting with my daughter today, I realize the disservice I did to those middle school children in the beginning. I not only taught them that creative professions don’t need to know math but that its okay to avoid something entirely if you are afraid of it. Later on, I would discover my mistake, and allow students to teach ME the math they were learning, which not only reinforced their confidence surrounding the dreaded topic but opened up my mind to learning math again.
My daughter is deep into learning math basics and it is my responsibility to support and encourage her. I still struggle significantly with math, mainly because of my learned habits including a negative connotation with the subject, refusal to learn some of the basics, and attachment to counting on my fingers. As I attempt to hide this from her, she sees right through me.
With my diagnosis of ADHD at the young age of 35, my math journey (really my whole entire life) makes a lot more sense. My brain needed to engage with math in a very different way, more practically and creatively while engaging my five senses. I needed positive praise, incentives, brain breaks, more time, visual aids and fun!
The amount of people that label themselves “not a math person” is staggering, and I wonder what is happening with Math education that does not allow students to feel confident and competent in this core subject area?
My own “mathaphobic” label seems like the most extreme case of this endemic, and it must be cured, processed or medicated, if I have any aspirations to raise kids that are “math people” or just “people who can do math”
After reading this insightful Harvard Gazette Article
I learned about Shelia Tobias, who wrote a book about “Overcoming Math Anxiety” particularly in women and girls in the 1970s which included a
Math Anxiety Bill of Rights
“I have the right to not understand,”
“I have the right to dislike math”
“I have the right not to base my self-worth on my math skills.”
The article added:
“Today’s students might add: “I have the right to be seen as a math person.”
Shelia Tobias, self proclaimed “math activist” passed away at 86 years old in 2021, and education has evolved since the 1970s, but have we moved in the right direction?
Well…what even IS the right direction? And the “right” direction for some brains might be the wrong directions for others!
When someone tells me “I am not a creative person”
I confidently tell them that EVERYONE IS CREATIVE.
If everyone is creative, then EVERYONE CAN DO MATH.
My core mission in life is to cultivate curiosity, creativity and confidence in everyone. I have succeed with helping people speak louder, act sillier, love themselves more, resolve conflicts and take risks in theater education.
What if we led this way in the Math Education in our schools and homes?
I think it may cure the Math-aphobia.
By Giselle 