Some studies emphasize the importance of the family in developing a positive attitude towards mathematics and thus obtaining good results. How can parents encourage passion for this matter in their daughters and children?
A series of studies from the University of Sussex highlights some aspects to which often no attention is paid: The very important role of familiestogether with that of the school environment, in promoting a positive attitude towards a specific study discipline, mathematics. In these research, scientists have had the opportunity, for example, to observe that the level of education of parents is an important predictive factor of success in mathematics, suggesting the importance, on a social level, to support campaigns in favor of strengthening mathematical skills and, in general, also in adults, and also observed how The girls and boys who perceive the subject as interesting and useful can obtain significantly better results.
The school environment also has its weight, for example when students perceive in teachers a fair attitude With regard to all pupils and, in general, they feel the school context as welcoming and positive. Of course, subsequent studies will contribute over time to clarify or correct these results, which appear, however, interesting.
A good relationship with mathematics therefore contributes a factors complexin which families also represent an important piece.
The widespread phobia
Although the latest data highlight some positive signals, In Italy the hostility towards this discipline, which constitutes a fundamental and indispensable cultural basis, is still widespread. The “fear of mathematics”, the feeling of inadequacy in the face of its alleged incomprehensibility, perhaps has an equivalent only in phobia towards classical languages, unjustly considered “materials for nerds”. In one of his famous essays (1), the French mathematician and neuroscientist Stanislas Dehaene has shown that that of the “ball of mathematics” is a myth that has no scientific bases And that, therefore, schools and families should not feed. It is not necessary to be genes or be particularly predisposed to achieve good results in this matter, which can be addressed in a positive way by everyone.
Enter language
What are the stereotypes that keep girls and boys away from a peaceful learning of mathematics? Second Sandra luccenteprofessor of mathematical analysis at the University of Bari and scientific popularizer, a possible obstacle is, for example, a basic misunderstanding: «Mathematics – he told us – is a language, and as such to learn it it takes commitment and time. Instead it is considered as a discipline for which we must be “brought”. Doing operations and demonstrating a theorem are two different linguistic levels, you don’t have to discourage yourself if you don’t immediately learn a level ».
The study is a dance
Continue lucce: «The expression “being brought” for mathematics does not make senseif the study is a dance, we “bring” attention to content. For example, geometry is completely innate in us, it develops by enhancing our gaze on things. From the didactic point of view, I do not like the distrapers of logical thought of which the texts are full. If a child is learning the sums, at the beginning the colorful pens for the orders of magnitude are fine, but then he must also be able to focus on the sum, not on the color of the pens. And it must also be able to rebel and understand that if the hundreds were not green but red, nothing would happen to the operation. Abstraction is not the difficulty of mathematics, it is his freedom. The fear of mathematics is that towards a cage of rules ».
Don’t build cages
In this sense, the role of families becomes crucial. The expert emphasizes: “The parent who says:” I never understood anything to us “he tries to bring his son to that cage. Those who bring up the predisposition size branches on which children are as gems to learn; Therefore No phrases of the type: “You are not brought, you took from your offspring”. Not even the myth of the magician teacher promotes the discovery of mathematics: “He does not know mathematics because he had a terrible professor”. The teacher is important but cannot subtract skillstherefore you have to turn the situation upside down thinking that this subject can be studied despite the difficulties that anyone encounters in explaining it ».
Turn on curiosity
But a parent who wants to turn on the child curiosity and good disposal towards this subject must it be an expert? Or are there strategies within everyone’s reach? Sandra Lucento is of this notice: «Mathematics is the language of complexity. The parent who wants to talk about mathematics with his boys must place himself at the same level as possible in front of the problems: shared question. A curious question stimulates the boys to look for. For example, in the urban planning of your city or while traveling you can point out the many geometric structures present. Or you can ask the challenge question, such as the enigmistic exercise, listening first to the answer of the child, who is almost certainly more immediate than that of the parents; Or, again, you can ask questions about the history of mathematicians and famous problems. Reading popular books, even just leaveing them around, since the children are very young, can ensure that boys and girls find enthusiasm and desire to develop their logical skills. In short, Non -experts must ask the child questions and seek answers with them. The only question for which a parent must be ready is: “Why is mathematics beautiful?“. I know the answer, but it is more fun to leave it as a free exercise to everyone! », The expert concludes.
