Depth Not Speed

Many people incorrectly believe that being good at mathematics means being fast at mathematics. It doesn’t and we need to dissociate mathematics from speed. When we value fast computation (as many classrooms do) we encourage a subset of learners who compute quickly and discourage many others, including deep slow thinkers who are very important to mathematics. We no longer need students to compute fast (we have computers for this) we need them to think deeply, connect methods, reason, and justify. Here are some suggestions for dissociating maths from speed and encouraging a broader range of students:

  1. Tell students you don’t value fast work. Mathematical thinking is about depth not speed.
  2. Don’t let mathematical discussions be driven by the fastest students.
  3. When asking for hands up, don’t always take answers from the fastest students.
  4. Don’t use flash cards, speed competitions, timed tests, instead value depth, creativity, different ways of thinking about maths, and different explanations.

In this article, Jo Boaler argues for advancing the STEM fields and those groups who are underrepresented within them.

In this opinion piece, a student in Jo’s seminar describes how her relationship with math changed from trauma to hope.

Jo Boaler details five problems we can solve to keep students on course and end the math madness.

This article summarizes the evidence and describes how to teach number sense and math fluency while encouraging understanding and excitement.

Research Evidence on the Best Ways to Learn Math Facts