Take This Quiz!

Principle # 5

 In Adam Robinson's article "Take this quiz" he sets forth the smart student's credo, which is a list of 12 principles. One principle particularly caught my attention, principle # 5. Principle # 5 states: "Making mistakes (and occasionally appearing foolish" is the price you pay for learning and improving" (Robinson 160). I cannot agree with this statement more. I have made numerous mistakes throughout my educational career. From these mistakes I am able to learn from them. For instance I did not perform up to my standard in A & P 1 at SUNY Plattsburgh. I received a B+. This was mainly due to my study habits or lack there of. I was motivated by this, I learned from this, I corrected this, I received an A in A and P 2. I have helped fellow students with material and seen it first hand, after making a mistake they then learn from it. It is also rewarding after the 3rd or 4th time of making a mistake to finally have your eyes opened to the solution. It is a huge motivating factor. So yes mistakes make you smarter.  

Symptoms of Math Anxiety

       The article "Symptoms of Math Anxiety" by Sheila Tobias outlines many reasons why people suffer from math anxiety. These reasons include: Jumping to the conclusion that it is just to hard and they are not smart enough, being afraid that they are "faking it" and everyone will soon find out how dumb they actually are(150), using "memorize-what-to-do approach" (Tobias 150), math being taught in segments and the student really not being about to put all the pieces of the puzzle together (151), teachers rewarding accuracy only and not celebrating mistakes (151), and lastly the mathematical minds myth. 

       I myself have always done fairly well when it comes to mathematics. I still have anxiety when it comes to the subject though and I can relate to some of these catalyses. I have always had a nagging fear that I am "faking it". Yes I would do go on the test, but my overall understanding of the material your evaporate soon after the test. I believe that can be attributed to the "memorize-what-to-do approach" (Tobias 150). If I did not understand a concept I would make sure to find the easiest way to complete the problem accurately. I would do this by looking for key words that would indicate to me what I was supposed to do. To this day I am still not sure I understand half the concepts of which I have received an A for.

       I do believe that these problems are inter-disciplinary. Especially that teachers do not celebrate mistakes enough. This is not true for all teachers, but I would say most. Mistakes will help one learn. With mistakes come a lesson, with the lesson comes an understanding of why that approach was wrong, which will inevitably lead the person to the right answer. I have heard numberous times that someone has a "mathematical mind", or an aptitude for English, by saying these things to some students it can make others feel inferior. This makes me think that the problem of saying someone is gifted in a subject over others will make students think that no matter how much work they do they can never be as smart as the "gifted" student. For that reason this problem is also inter disciplinary.