Admitting that you are poor at math vs Admiting that you are poor at Literacy

This post is the second of a series that I am writing about Math Centres. The topic of this post is an idea that I discussed with other educators at a recent workshop that I went to #PeelMathCentres.


I have been at a few other workshops recently where the following analogy was made.


"People seem to easily admit that they are not good at math. For example, when it is time to tip a waiter, no one would bat an eye if someone at a dinner party passed the job off of figuring out15% of the total bill. On the other hand, it would create quite the stir if someone at the same dinner party said that they couldn't read the menu. Very few will admit that they are not good at literacy."

When the analogy has been made, I have looked around the room to see lots of heads nodding in agreement. But it doesn't ring true for me.


First of all, amongst my group of friends, no one would admit that they couldn't figure out 15% of a bill. If someone did, they would be ridiculed. It would be like admitting that one couldn't use a hammer. So, the analogy is made based on an opinion that isn't true for everyone.


Herein lies the problem with the analogy. Math can be used to solve problems. So can reading. But when we think of reading, we don't automatically think about reading something like an operations manual or a government form. If people did, many would probably say that they didn't like reading much either.


When we think of reading, we think of the connections that we make to reading - reading text messages, a novel, a Twitter post, a favourite magazine. When we think of math, we think of a task that we must do. Often times, that task has a consequence for not doing it correctly (tip that waiter too little, and service won't be so good the next time we visit that restaurant).


Math, as traditionally taught in school and understood by many, is a chore. We read before we go to sleep; that's not the time when anyone who wants to get some sleep would do their taxes.


However, math can be engaging. Playing many card games requires strong mental math skills, completing puzzles requires an understanding of geometry as well as planning skills and playing chess requires logical reasoning.


Using Math Centres gives teachers the opportunity to work in small groups or one-on-one with students while the rest of the class independently consolidates what they have learnt in math. To promote their independence, activities need to be engaging. It is an opportunity to illustrate to students that they can connect with math just as they are able to connect with reading.