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I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that … - Seymour Papert
" "I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship.
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About Seymour Papert
Seymour Papert (February 29, 1928 – July 31, 2016) was an MIT mathematician, computer scientist, and prominent educator.
Also Known As
Alternative Names:
Seymour Aubrey Papert
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Seymour A. Papert
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Additional quotes by Seymour Papert
It is not uncommon for intelligent adults to turn into passive observers of their own incompetence in anything but the most elementary mathematics. Individuals may see the direct consequences of this intellectual paralysis in terms of limiting job possibilities. But the indirect, secondary consequences are even more serious. One of the main lessons learned by most people in math class is a sense of having rigid limitations. They learn a balkanized image of human knowledge which they come to see as a patchwork of territories separated by impassable iron curtains.
An unknown but certainly significant proportion of the population has almost completely given up on learning. These people seldom, if ever engage in deliberate learning and see themselves as neither competent at it nor likely to enjoy it. The social and personal cost is enormous... Deficiency becomes identity: "I can't learn French, I don't have an ear for languages;" "I could never be a businessman, I don't have a head for figures;"... These beliefs are often repeated ritualistically, like superstitions... Although these negative self-images can be overcome, in the life of and individual they are extremely robust and powerfully self-reinforcing. If people believe firmly enough that they cannot do math, they will usually succeed in preventing themselves from doing whatever they recognize as math. The consequences of such self-sabotage is personal failure, and each failure reinforces the original belief. And such beliefs may be most insidious when held not only by individuals, but by our entire culture.
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