This post is to go on about a comment that was made by Mr.
Anderson in his blog “the ultimate question of life the universe and everything”.
Learning would definitely be a lot less adversarial if
students could think about math positively! I feel as educators we need to
change the way we talk about math and be mindful of the language we use
surrounding the teaching and learning of math.
For example, perhaps we could regard “math problems” as “math puzzles”. I understand this may seem unusual and very
minimal in targeting student reluctance and hesitation to math, however word
associations are deep rooted in one’s thoughts and beliefs. The word problem is synonymous with the
following: dilemma, predicament, crisis, setback, and more, all of which can be
related to feelings of fear, difficulty, uncertainty, and trouble. The word puzzle on the other hand is
synonymous with riddle, mystery, brainteaser, ect, which often relates to
feelings of excitement, curiosity, and interest. The word puzzle has a more positive connotation
than the word problem. In my opinion
students would be more inclined and more interested for that matter in solving
puzzles and than solving problems. I
realize this may seem a bit absurd; however as teachers I feel we must be conscientious
of the language we use in our classrooms and try and take our students’
perspective. I myself would be more engaged in solving puzzles because it
sounds fun and inviting. 
There are many other terms or phrases we could also modify that
are not necessarily restricted to math.
For instance, I once worked with a teacher who hated the word “test”. She was adamant about not using the term,
especially with students. She would however
use terms like activities, or in class assignment, or challenge, instead of using
tests. Her view was that students often
respond to the word test with fear and anxiety, which countless studies and
personal experiences have proven to be true.
At first I thought this teacher was rather over the top and just maybe
was taking this a bit too fair, but I was surely proven wrong. Students were eager to complete their “math
challenge” and less worried about studying or how they should prepare for a
test. It was the simplest thing and yet
it made such a difference in student response. It’s funny how a word can change
everything!
By no means am I trying to say that math language is the ultimate
cause of why students are resistant to engaging in math! I think that if we
make an effort to change how we discuss math and the language surrounding it, students
may be more inclined to participate, or at the very least be less negative
towards the subject. I urge all of you
reading this to try and replace the term “math problem” with “math puzzle”. I
am curious to know if you find any differences in student participation and
overall sentiments!
Now if only there was a more positive way to say “I’m late
for work!”
Cheers!
(ps. math memes are hilarious!)
