It’s no wonder that learning math is quicker or easier for some people than for others. In my last post we saw that math is not a natural skill. There’s no “math part of the brain” that automatically seeks out and absorbs algebra.

We learn math by painstakingly linking each new concept or procedure to what we already know. Our brains do this by building complex webs of connections between neurons leading to any number of brain areas. This process can’t happen overnight! We learn math one step at a time over many years. For some of us this process is relatively easy and enjoyable and for others of us it is more difficult.

Research in math learning reveals wide variations in the ages at which children acquire math concepts. For example, “multiplicative thinking” (essentially the child’s understanding of the concept of multiplication) has been identified in some children as early as kindergarten, yet is not present in half of all fifth graders!

Meanwhile, our educational system is still mostly structured on an outdated “one pace fits all” model of learning.  A classroom full of same-age children, all seated quietly and soaking in the day’s lesson from the teacher at the blackboard…this is such a lovely, simple, appealing image of the schooling process!  It’s too bad it doesn’t work very well for the learning of math.

Math, unlike most other subjects, is cumulative. You must master the earlier concepts before you can understand the later ones. Subjects like English and history aren’t like this;  you can study world history before or after American history and it won’t matter, but you won’t do well in algebra if your arithmetic foundation is weak.

In this respect, math most resembles foreign language study. If you’re not solid in  Spanish I you have little hope of doing well in Spanish II.  Other surprising similarities exist between learning math and learning a sport or a musical instrument. Mastering any of these pursuits requires a combination of instruction, regular practice, and individual and/or small-group tutoring. None of these skills lend themselves particularly well to classroom instruction.

So, at least one reason you or your child may find math difficult is the venue in which it is commonly taught. Don’t get me wrong, I am all for math reform in schools, the setting of high standards, the hiring of the best teachers we can find, and all the rest. I am simply saying that even the best possible classrooms won’t do the whole job of getting more people to learn math appreciably better, because the classroom isn’t the ideal setting for this sort of learning.

Next time I’ll share some ideas on to how to help your child, or yourself!…learn and understand math better, outside of the classroom.

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From Psych Central's website:
PsychCentral (November 21, 2009)

    Last reviewed: 31 Jul 2011