Reread the introductory challenge scenario involving Jessica and Sam.
Then answer the three questions below, either alone or with a group.
After going through this unit, what advice would you give to a student who feels that he or she is simply not good at math and has stopped trying?
We’ve focused mostly on students who feel they are naturally bad at math, but there can also be danger in a student believing that he or she is naturally good at math. What problems could arise with a student thinking he or she is a natural math person? What advice might you give a student like this?
How can you use your own attitude toward math—either good or bad—as a productive starting point for helping students improve their attitudes toward math?
What actions might Sam take to help Jessica change her attitude toward math? Are these similar to the actions you might take with a student who has had bad experiences with (and therefore a negative attitude toward) math?