12/17/13
Web address:
http://www.sciencedaily.com/releases/2013/12/
131216102844.htm
No Math Gene: Learning Mathematics Takes
Practice
Dec. 16, 2013 New research from the Norwegian enlarge
University of Science and Technology shows that if you
want to be good at math, you have to practice all different
kinds of mathematics.
What makes someone good at math? A love of numbers,
perhaps, but a willingness to practice, too. And even if you
are good at one specific type of math, you can't trust your
innate abilities enough to skip practicing other types if you
want to be good.
New research at the Norwegian University of Science and New research shows that if you want to be
Technology (NTNU) in Trondheim could have an effect on good at math, you have to practice all
how math is taught. If you want to be really good at all different kinds of mathematics. (Credit:
types of math, you need to practice them all. You can't Petro Feketa / Fotolia)
trust your innate natural talent to do most of the job for
you.
This might seem obvious to some, but it goes against the traditional view that if you are good at math, it is a skill
that you are simply born with.
Professor Hermundur Sigmundsson at Department of Psychology is one of three researchers involved in the
project. The results have been published in Psychological Reports.
The numbers The researchers tested the math skills of 70 Norwegian fifth graders, aged 10.5 years on average.
Their results suggest that it is important to practice every single kind of math subject to be good at all of them,
and that these skills aren't something you are born with.
"We found support for a task specificity hypothesis. You become good at exactly what you practice,"
Sigmundsson says.
Nine types of math tasks were tested, from normal addition and subtraction, both orally and in writing, to oral
multiplication and understanding the clock and the calendar.
"Our study shows little correlation between (being good at) the nine different mathematical skills, Sigmundsson
said. "For instance there is little correlation between being able to solve a normal addition in the form of '23 + 67'
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and addition in the form of a word problem."
This example might raise a few eyebrows. Perhaps basic math is not a problem for the student, but the reading
itself is. Up to 20 per cent of Norwegian boys in secondary school have problems with reading. Sigmundsson
also finds support in everyday examples.
"Some students will be good at geometry, but not so good at algebra," he says.
If that is the case they have to practice more algebra, which is the area where most students in secondary school
have problems.
"At the same time this means there is hope for some students. Some just can't be good at all types of math, but at
least they can be good at geometry, for example," he says.
It is this finding that might in the end help change the way math is taught.
Support in neurology The fact that you are good at precisely what you practice is probably due to the fact that
different kinds of practice activate different neural connections.
The results can also be transferred to other areas. The football player who practices hitting the goal from 25
yards with a perfectly placed shot will become good at exactly this. But she is not necessarily good at tackling or
reading the game.
"This is also supported by new insights in neurology. With practice you develop specific neural connections,"
says Sigmundsson.
The research has been carried out in cooperation with Professor Remco C. J. Polmand at Victoria University,
Melbourne, Australia and PhD candidate Hvard Lors at the Faculty of Health Education and Social Work,
Division of Physiotherapy, Sr-Trndelag University College, Trondheim.
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Story Source:
The above story is based on materials provided by The Norwegian University of Science and
Technology (NTNU), via AlphaGalileo.
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Note: Materials may be edited for content and length. For further information, please
contact the source cited above.
Journal Reference:
1. H. Sigmundsson, R. C. J. Polman, H. Lors. EXPLORING INDIVIDUAL DIFFERENCES IN
CHILDREN'S MATHEMATICAL SKILLS: A CORRELATIONAL AND DIMENSIONAL
APPROACH1. Psychological Reports, 2013; 113 (1): 23 DOI: 10.2466/04.10.PR0.113x12z2
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The Norwegian University of Science and Technology (NTNU) (2013, December 16). No math gene: Learning
mathematics takes practice. ScienceDaily. Retrieved December 16, 2013, from http://www.sciencedaily.com
/releases/2013/12/131216102844.htm
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