John Taylor, Professor of Economics at Stanford University and developer of the "Taylor Rule" for setting interest rates | Stanford University
John Taylor, Professor of Economics at Stanford University and developer of the "Taylor Rule" for setting interest rates | Stanford University
Jo Boaler, a professor at Stanford Graduate School of Education (GSE), is championing a fresh approach to mathematics. Boaler advocates for an educational shift that encourages students to embrace numbers with curiosity and playfulness, rather than anxiety or dread.
"Most people have only ever experienced what I call narrow mathematics – a set of procedures they need to follow, at speed," Boaler says. "Mathematics should be flexible, conceptual, a place where we play with ideas and make connections. If we open it up and invite more creativity, more diverse thinking, we can completely transform the experience.”
Boaler holds the Nomellini and Olivier Professor of Education position at GSE and co-founded Youcubed, a Stanford research center offering resources for math learning. The center has impacted over 230 million students in more than 140 countries.
In her latest book, Math-ish: Finding Creativity, Diversity, and Meaning in Mathematics, Boaler argues for an inclusive approach to math education. She suggests strategies and activities for learners of all ages.
The concept of “math-ish” thinking involves considering numbers as imprecise estimates often encountered in real-world scenarios. Boaler explains this concept using an example from a nationwide exam where students were asked to estimate the sum of two fractions. Many students gave answers that showed they had not developed conceptual understanding or reasoning skills regarding fractions.
However, Boaler is not advocating for discarding mathematical precision. Instead, she recommends that students estimate before calculating to develop better reasoning skills and understand whether their final answer makes sense.
She also promotes visual teaching methods in mathematics. This approach involves creating mental models of concepts which aids in understanding how things work. Physical representations are often considered suitable only for younger children but Boaler argues that high-level mathematical work also involves visual elements.
Boaler believes in the power of mathematical diversity - acknowledging different ways a concept or problem can be viewed opens up the subject to a broader range of students. She argues that this approach is crucial if we want to value different ways of thinking and problem-solving in the world.
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