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The Stereotypes That Distort How Americans Teach and Learn Math – Jo Boaler – The Atlantic
“All of my research studies have shown that when mathematics is opened up and broader math is taught—math that includes problem solving, reasoning, representing ideas in multiple forms, and question asking—students perform at higher levels, more students take advanced mathematics, and achievement is more equitable.”
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When all aspects of mathematics are encouraged, rather than procedure execution alone, many more students contribute and feel valued.
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I refer to this broadening and opening of the mathematics taught in classrooms as mathematical democratization. When we open mathematics we also open the doors of math achievement and many more students succeed.
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In mathematics education we suffer from the widespread, distinctly American idea that only some people can be “math people.” This idea has been disproved by scientific research showing the incredible potential of the brain to grow and adapt.
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Expose and Own Your Failures – Explore Create Repeat – by 4ormat
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Does Teaching Kids To Get ‘Gritty’ Help Them Get Ahead? : NPR
In the sixth paragraph from the END of the article, I think the reporter finally gets to a fundamental, key aspect – making space for learners to pursue their passions and interests and curiosities!
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“I don’t think people can become truly gritty and great at things they don’t love,” Duckworth says. “So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That’s as much a part of the equation here as the hard work and the persistence.”
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It’s a little bit of a chicken-and-egg kind of question. Passion may drive kids to be gritty, but being gritty and able to tolerate failure also enables kids to develop and pursue a passion.
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