No One Should Teach Math Without Feeling the Sting of Mathematical Failure

The state of the universe.
April 29 2013 12:17 PM

What It Feels Like to Be Bad at Math

My hazy, anxious, defensive procrastination made me a better teacher.

Pupils in high school attend a math class on February 5, 2010 in Glasgow, Scotland.
Math makes people feel stupid. It hurts to feel stupid.

Photo by Jeff J Mitchell/Getty Images

As a math teacher, it’s easy to get frustrated with struggling students. They miss class. They procrastinate. When you take away their calculators, they moan like children who’ve lost their teddy bears. (Admittedly, a trauma.)

Even worse is what they don’t do. Ask questions. Take notes. Correct failing quizzes, even when promised that corrections will raise their scores. Don’t they care that they’re failing? Are they trying not to pass?

There are plenty of ways to diagnose such behavior. Chalk it up to sloth, disinterest, out-of-school distractions—surely those all play a role. But if you ask me, there’s a more powerful and underlying cause.

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Math makes people feel stupid. It hurts to feel stupid.

It’s hard to realize this unless you’ve experienced it firsthand. Luckily, I have (although it didn’t feel so lucky at the time). So here is my tale of mathematical failure. See if it sounds familiar.

Thanks to a childhood of absurd privilege, I entered college well-prepared. As a sophomore in the weed-out class for Yale math majors, I earned the high score on the final exam. After that, it seemed plausible to me that I’d never fail at anything mathematical.

But senior spring, I ran into topology. A little like a bicycle running into a tree.

Topology had a seminar format, which meant that the students taught the class to one another. Twice during the semester, each of us would prepare a lecture, then assign and grade a homework assignment. By reputation, a pretty easy gig.

My failure began as most do: gradually, quietly. I took dutiful notes from my classmates’ lectures, but felt only a hazy half-comprehension. While I could parrot back key phrases, I felt a sense of vagueness, a slight disconnect—I knew I was missing things, but didn’t know quite what, and I clung to the idle hope that one good jolt might shake all the pieces into place.

But I didn’t seek out that jolt. In fact, I never asked for help. (Too scared of looking stupid.) Instead, I just let it all slide by, watching without grasping, feeling those flickers of understanding begin to ebb, until I no longer wondered whether I was lost. Now I knew I was lost.

So I did what most students do. I leaned on a friend who understood things better than I did. I bullied my poor girlfriend (also in the class) into explaining the homework problems to me. I never replicated her work outright, but I didn’t really learn it myself, either. I merely absorbed her explanations enough to write them up in my own words, a misty sort of comprehension that soon evaporated in the sun. (It was the Yale equivalent of my high school students’ worst vice, copying homework. If you’re reading this, guys: Don’t do it!)

I blamed others for my ordeal. Why had my girlfriend tricked me into taking this nightmare class? (She hadn’t.) Why did the professor just lurk in the back of the classroom, cackling at our incompetence, instead of teaching us? (He wasn’t cackling. Lurking, maybe, but not cackling.) Why did it need to be stupid topology, instead of something fun? (Topology is beautiful, the mathematics of lava lamps and pottery wheels.) And, when other excuses failed, that final line of defense: I hate this class! I hate topology!

Sing it with me: “I hate math!”

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