Math for All: A rhyming children's picture book to encourage positive mathematical mindsets

Did you know that our attitude to the subject of mathematics begins at a very young age? Often it is fostered (either positively or negatively) by our first teachers: perhaps parents, older siblings or school teachers. Research shows that these beliefs can predict the trajectory of our capacity to engage with maths in high school and in later life.

One of my passions is showcasing mathematical resources to ensure students are confident, creative communicators with a positive disposition for mathematics. As a deputy principal and former Master Teacher of mathematics, I have often encountered students who, much like myself at that age, believe you’re either born ‘with a maths brain’, or not. The research on growth mindset and disposition and their link to achievement are clear (Boaler1, 2021). Intuitively we know this- if we enjoy learning something, we’re more likely to be comfortable in a zone of proximal development (Vygotsky, 1978), and thus more likely to improve.

In 2021 I developed a concept for a short rhyming children’s picture book that would follow four animal characters as they went to school and had their negative preconceptions about mathematics challenged. In “Math for All” we are introduced to Hope the hedgehog, who believes that girls aren’t good at maths; Mike the macaw, who believes that to be good at mathematics all you do is memorise facts; Leroy the llama who believes that mathematics is just about numbers; and Tia the turtle who believes that to be good at mathematics you just need to quickly recall facts.

The book aims to be a stimulus for breaking down some of these common myths/misconceptions that students (and adults!) may have about the subject of mathematics. Fortunately, these students had a fabulous teacher in Ms Penguin, and through the story:

• Hope the Hedgehog learns that girls can in fact do maths (an important caveat: it’s crucial for their parents, particularly their mothers to be positive about their own mathematical experiences (Further reading: Eccles, J., & Jacobs, J. (1986))

• Mike the macaw learns that anyone can learn facts quickly (computers can even do that!). Good mathematicians are those that can problem solve and help others (Further reading: Boaler2 (2021))

• Leroy the Llama learns that in high school and in life you’ll have to justify your answer. The Australian National curriculum teaches, assesses and reports on this through the proficiency strands of Reasoning and Problem Solving. (Further reading: Battista, M., & Baroody, A. (2016))

• Tia the Turtle learns that everyone can do mathematics! (Further reading: Everyone can do mathematics. Your belief = Your results! Further reading: Finkel, D. (2019) from https://mathspathway.com/what-we-mean-when-we-say-anyone-can-do-maths/

Please enjoy reading “Math for All” to your own children or students at your school. Thank you to all involved in the publication of this short book, particularly Dr Fabrice Jaumont and the CALEC/TBR-Books non-for-profit organisation. The story is now available in 8 different languages and is in all online bookstores. There is a free reading here https://www.youtube.com/watch?v=tjkKzwG7erU with free resources available here for download: https://mathsclassrenos.wixsite.com/index/copy-of-resources-1

Are you a parent? See below for some more tips on raising mathematically literate children:

• Look for numbers everywhere, play board games (Yahtzee, monopoly). Look for opportunities for mathematical discussions through shopping, catalogues, online purchases, timetables etc.

• Don’t associate maths with pure speed- have a focus on asking questions and listening to how children solve problems- remember they may solve differently to when we were at school and that’s ok.

• Resist the temptation to go digital- children need to handle real-life objects and observe authentic situations- there is more learning to be found in getting them to set the knives and forks for dinner than playing a maths game on a tablet.

• Encourage perseverance- give real life examples of when you have persisted at something and the value of this. Celebrate success when they achieve it.

References

• Battista, M., & Baroody, A. (2016). Reasoning and Sense Making in the Mathematics Classroom PK-Grade 2. Reston, VA: National Council of Teachers of Mathematics.

• Boaler1, J. (2021). Mistakes Grow Your Brain - YouCubed. Retrieved 4 August 2021, from https://www.youcubed.org/evidence/mistakes-grow-brain/

• Boaler2, J. (2021). Depth not Speed. Retrieved 4 August 2021, from https://www.youcubed.org/resource/depth-not-speed/

• Eccles, J., & Jacobs, J. (1986). Social forces shape math attitudes and performance. Signs, 11(2), 367–380.

• Finkel, D. (2019). What we mean when we say "anyone can do maths" | Maths Pathway. Retrieved 4 August 2021, from https://mathspathway.com/what-we-mean-when-we-say-anyone-can-do-maths/

• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.