Maths Motivational Quotes

Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too try, philosophy too difficult, geology too petroleum-oriented, and math too mathematical - because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

Carol Dweck, the psychologist who studies motivation, likes to say that all the world's parenting advice can be distilled to two simple rules: pay attention to what your children are fascinated by, and praise them for their effort.

Mathematics is the study of analogies between analogies. All science is. Scientists want to show that things that don't look alike are really the same. That is one of their innermost Freudian motivations. In fact, that is what we mean by understanding.

It becomes the urgent duty of mathematicians, therefore, to meditate about the essence of mathematics, its motivations and goals and the ideas that must bind divergent interests together.

Studies show that even a brief connection with a role model can vastly increase unconscious motivation. For example, being told that you share a birthday with a mathematician can improve the amount of effort you’re willing to put into difficult math tasks by 62 percent.

To be a scholar study math, to be a smart study magic.

Education makes your maths better, not necessarily your manners.

Success is math; not magic. It is the sum of a behavioral equation… not the spontaneous fruition of wishful thinking.

Why do any of us do what we don't want to do?" I don't respond, unsure what answer he's looking for. He smiles, but it's sad. "Because we're afraid of what will happen if we don't." I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior. This opens a vault full or questions about my own life. I've always assumed I'm afraid to engage in activities because I'm afraid of what might happen. But maybe I'm looking at it all wrong. Maybe I should be asking myself if I'm really afraid of leaving what makes me comfortable.

...all the world's parenting advice can be distilled to two simple rules: pay attention to what your children are fascinated by, and praise them for their effort." [Paraphrasing Carol Dweck, a psychologist who studies motivation]

It took twenty-five years from the prediction of the neutrino to its detection, almost fifty years to confirm the Higgs boson, a hundred years to directly detect gravitational waves. Now the time it takes to test a new fundamental law of nature can be longer than a scientist’s full career. This forces theorists to draw upon criteria other than empirical adequacy to decide which research avenues to pursue. Aesthetic appeal is one of them. In our search for new ideas, beauty plays many roles. It’s a guide, a reward, a motivation. It is also a systematic bias.

The distance between your Dreams and Reality is inversely proportional to your Efforts.

I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior. This opens a vault full of questions about my own life. I’ve always assumed I’m afraid to engage in activities because I’m afraid of what might happen. But maybe I’m looking at it all wrong. Maybe I should be asking myself if I’m really afraid of leaving what makes me comfortable.

And yet sometimes she worried about what those musty old books were doing to her. Some people majored in English to prepare for law school. Others became journalists. The smartest guy in the honors program, Adam Vogel, a child of academics, was planning on getting a Ph.D. and becoming an academic himself. That left a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical--because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

If you look at this development from the perspective of a university president, it’s actually quite sad. Most of these people no doubt cherished their own college experience—that’s part of what motivated them to climb the academic ladder. Yet here they were at the summit of their careers dedicating enormous energy toward boosting performance in fifteen areas defined by a group of journalists at a second-tier newsmagazine. They were almost like students again, angling for good grades from a taskmaster. In fact, they were trapped by a rigid model, a WMD.

Mayer and Salovey’s definition of emotional intelligence includes five domains: knowing one’s emotions; managing one’s emotions; motivating oneself; recognizing emotions in others; and handling relationships.

...a large contingent of people majoring in English by default. Because they weren't left-brained enough for science, because history was too dry, philosophy too difficult, geology too petroleum-oriented, and math too mathematical--because they weren't musical, artistic, financially motivated, or really all that smart, these people were pursuing university degrees doing something no different from what they'd done in first grade: reading stories. English was what people who didn't know what to major in majored in.

In my opinion, defining intelligence is much like defining beauty, and I don’t mean that it’s in the eye of the beholder. To illustrate, let’s say that you are the only beholder, and your word is final. Would you be able to choose the 1000 most beautiful women in the country? And if that sounds impossible, consider this: Say you’re now looking at your picks. Could you compare them to each other and say which one is more beautiful? For example, who is more beautiful— Katie Holmes or Angelina Jolie? How about Angelina Jolie or Catherine Zeta-Jones? I think intelligence is like this. So many factors are involved that attempts to measure it are useless. Not that IQ tests are useless. Far from it. Good tests work: They measure a variety of mental abilities, and the best tests do it well. But they don’t measure intelligence itself.

Hardest of all were those problems about people doing incomprehensible things with no motivation. I was inclined to drift away from the sum to wonder why people would care what time two trains passed each other (spies), be so picky about seating arrangements (recently divorced people), or - which to this day remains incomprehensible - run the bath with no plug in.

Could it, indeed, be that simple?! . . . Yes, it could. It felt like for the first time in my life, I had the power to decide something this big and make it happen. Without anyone’s approval, without permission, without any external motivation like getting an A in a math class. I could do this because I WANTED to, even if it was scary and might go up in flames. In that moment, I realized that I had been missing an amazing truth: No matter what you feel is holding you back in life . . .

Preachers in the pulpit peddling their wares, while beggars in the street wonder if anyone cares. Teachers in our schools talking bout math, while students are deciding which will be their path. Faithful in their pews listening to the Word, while losers on the corner hope they’ll practice what they’ve heard. Leaders in their meetings trying to save our nation, while voters ponder their true motivation. With people filled with hate and doubt, God is in our boxes waiting to be let out!

Being highly motivated, when you think about it, is a slightly irrational state. One forgoes comfort now in order to work toward some bigger prospective benefit later on. It's not as simple as saying I want X. It's saying something far more complicated: I want X later, so I better do Y like crazy right now. We speak of motivation as if it's a rational assessment of cause and effect, but in fact it's closer to a bet, and a highly uncertain one at that. (What if the future benefits don't come?)

Listening and oral communication Adaptability and creative responses to setbacks and obstacles Personal management, confidence, motivation to work toward goals, a sense of wanting to develop one’s career and take pride in accomplishments Group and interpersonal effectiveness, cooperativeness and teamwork, skills at negotiating disagreements Effectiveness in the organization, wanting to make a contribution, leadership potential10 Of seven desired traits, just one was academic: competence in reading, writing, and math.

The researchers found that when students were given problems to solve, and they did not know methods to solve them, but they were given opportunity to explore the problems, they became curious, and their brains were primed to learn new methods, so that when teachers taught the methods, students paid greater attention to them and were more motivated to learn them. The researchers published their results with the title “A Time for Telling,” and they argued that the question is not “Should we tell or explain methods?” but “When is the best time do this?

Montessori believed that if children were exposed to a safe, experiential learning environment (as opposed to a structured classroom), with access to specific learning materials and supplies, and if they were supervised by a gentle and attentive teacher, they would become self-motivated to learn. She discovered that, in this environment, older children readily worked with younger children, helping them to learn from, and cooperate with, each other. Montessori advocated teaching practical skills, like cooking, carpentry, and domestic arts, as an integrated part of a classical education in literature, science, and math. To her surprise, teenagers seemed to benefit from this approach the most; it built confidence, and the students became less resistant to traditional educational goals. Through this method, each child could reach his or her potential, regardless of age and intellectual ability.

Brunelleschi’s successor as a theorist of linear perspective was another of the towering Renaissance polymaths, Leon Battista Alberti (1404 –1472), who refined many of Brunelleschi’s experiments and extended his discoveries about perspective. An artist, architect, engineer, and writer, Alberti was like Leonardo in many ways: both were illegitimate sons of prosperous fathers, athletic and good-looking, never-married, and fascinated by everything from math to art. One difference is that Alberti’s illegitimacy did not prevent him from being given a classical education. His father helped him get a dispensation from the Church laws barring illegitimate children from taking holy orders or holding ecclesiastical offices, and he studied law at Bologna, was ordained as a priest, and became a writer for the pope. During his early thirties, Alberti wrote his masterpiece analyzing painting and perspective, On Painting, the Italian edition of which was dedicated to Brunelleschi. Alberti had an engineer’s instinct for collaboration and, like Leonardo, was “a lover of friendship” and “open-hearted,” according to the scholar Anthony Grafton. He also honed the skills of courtiership. Interested in every art and technology, he would grill people from all walks of life, from cobblers to university scholars, to learn their secrets. In other words, he was much like Leonardo, except in one respect: Leonardo was not strongly motivated by the goal of furthering human knowledge by openly disseminating and publishing his findings; Alberti, on the other hand, was dedicated to sharing his work, gathering a community of intellectual colleagues who could build on each other’s discoveries, and promoting open discussion and publication as a way to advance the accumulation of learning. A maestro of collaborative practices, he believed, according to Grafton, in “discourse in the public sphere.” When Leonardo was a teenager in Florence, Alberti was in his sixties and spending much of his time in Rome, so it is unlikely they spent time together. Alberti was a major influence nonetheless.

[J.Ivy:] We are all here for a reason on a particular path You don't need a curriculum to know that you are part of the math Cats think I'm delirious, but I'm so damn serious That's why I expose my soul to the globe, the world I'm trying to make it better for these little boys and girls I'm not just another individual, my spirit is a part of this That's why I get spiritual, but I get my hymns from Him So it's not me, it's He that's lyrical I'm not a miracle, I'm a heaven-sent instrument My rhythmatic regimen navigates melodic notes for your soul and your mental That's why I'm instrumental Vibrations is what I'm into Yeah, I need my loot by rent day But that is not what gives me the heart of Kunte Kinte I'm tryina give us "us free" like Cinque I can't stop, that's why I'm hot Determination, dedication, motivation I'm talking to you, my many inspirations When I say I can't, let you or self down If I were of the highest cliff, on the highest riff And you slipped off the side and clinched on to your life in my grip I would never, ever let you down And when these words are found Let it been known that God's penmanship has been signed with a language called love That's why my breath is felt by the deaf And why my words are heard and confined to the ears of the blind I, too, dream in color and in rhyme So I guess I'm one of a kind in a full house Cuz whenever I open my heart, my soul, or my mouth A touch of God reigns out [Chorus] [Jay-Z (Kanye West)] Who else you know been hot this long, (Oh Ya, you know we ain't finished) Started from nothing but he got this strong, (The ROC is in the building) Built the ROC from a pebble, pedalled rock before I met you, Pedalled bikes, got my nephews pedal bikes because they special, Let you tell that man I'm falling, Well somebody must've caught him, Cause every fourth quarter, I like to Mike Jordan 'em, Number one albums, what I got like four of dem, More of dem on the way, The Eight Wonder on the way, Clear the way, I'm here to stay, Y'all can save the chitter chat, this and that, this and Jay, Dissin' Jay 'ill get you mased, When I start spitting them lyrics, niggas get very religious, Six Hail Maries, please Father forgive us, Young, the Archbishop, the Pope John Paul of y'all niggas, The way y'all all follow Jigga, Hov's a living legend and I tell you why, Everybody wanna be Hov and Hov still alive.

For things to change, somebody somewhere has to start acting differently. Maybe it’s you, maybe it’s your team. Picture that person (or people). Each has an emotional Elephant side and a rational Rider side. You’ve got to reach both. And you’ve also got to clear the way for them to succeed. In short, you must do three things: → DIRECT the Rider FOLLOW THE BRIGHT SPOTS. Investigate what’s working and clone it. [Jerry Sternin in Vietnam, solutions-focused therapy] SCRIPT THE CRITICAL MOVES. Don’t think big picture, think in terms of specific behaviors. [1% milk, four rules at the Brazilian railroad] POINT TO THE DESTINATION. Change is easier when you know where you’re going and why it’s worth it. [“You’ll be third graders soon,” “No dry holes” at BP] → MOTIVATE the Elephant FIND THE FEELING. Knowing something isn’t enough to cause change. Make people feel something. [Piling gloves on the table, the chemotherapy video game, Robyn Waters’s demos at Target] SHRINK THE CHANGE. Break down the change until it no longer spooks the Elephant. [The 5-Minute Room Rescue, procurement reform] GROW YOUR PEOPLE. Cultivate a sense of identity and instill the growth mindset. [Brasilata’s “inventors,” junior-high math kids’ turnaround] → SHAPE the Path TWEAK THE ENVIRONMENT. When the situation changes, the behavior changes. So change the situation. [Throwing out the phone system at Rackspace, 1-Click ordering, simplifying the online time sheet] BUILD HABITS. When behavior is habitual, it’s “free”—it doesn’t tax the Rider. Look for ways to encourage habits. [Setting “action triggers,” eating two bowls of soup while dieting, using checklists] RALLY THE HERD.

I work in theoretical computer science: a field that doesn’t itself win Fields Medals (at least not yet), but that has occasions to use parts of math that have won Fields Medals. Of course, the stuff we use cutting-edge math for might itself be dismissed as “ivory tower self-indulgence.” Except then the cryptographers building the successors to Bitcoin, or the big-data or machine-learning people, turn out to want the stuff we were talking about at conferences 15 years ago—and we discover to our surprise that, just as the mathematicians gave us a higher platform to stand on, so we seem to have built a higher platform for the practitioners. The long road from Hilbert to Gödel to Turing and von Neumann to Eckert and Mauchly to Gates and Jobs is still open for traffic today. Yes, there’s plenty of math that strikes even me as boutique scholasticism: a way to signal the brilliance of the people doing it, by solving problems that require years just to understand their statements, and whose “motivations” are about 5,000 steps removed from anything Caplan or Bostrom would recognize as motivation. But where I part ways is that there’s also math that looked to me like boutique scholasticism, until Greg Kuperberg or Ketan Mulmuley or someone else finally managed to explain it to me, and I said: “ah, so that’s why Mumford or Connes or Witten cared so much about this. It seems … almost like an ordinary applied engineering question, albeit one from the year 2130 or something, being impatiently studied by people a few moves ahead of everyone else in humanity’s chess game against reality. It will be pretty sweet once the rest of the world catches up to this.

with us you are not just a number. but if you really want to work here, you better know how to count

Much science in many disciplines consists of a toolkit of very simple mathematical models. To many not familiar with the subtle art of the simple model, such formal exercises have two seemingly deadly flaws. First, they are not easy to follow. […] Second, motivation to follow the math is often wanting because the model is so cartoonishly simple relative to the real world being analyzed. Critics often level the charge ‘‘reductionism’’ with what they take to be devastating effect. The modeler’s reply is that these two criticisms actually point in opposite directions and sum to nothing. True, the model is quite simple relative to reality, but even so, the analysis is difficult. The real lesson is that complex phenomena like culture require a humble approach. We have to bite off tiny bits of reality to analyze and build up a more global knowledge step by patient step. […] Simple models, simple experiments, and simple observational programs are the best the human mind can do in the face of the awesome complexity of nature. The alternatives to simple models are either complex models or verbal descriptions and analysis. Complex models are sometimes useful for their predictive power, but they have the vice of being difficult or impossible to understand. The heuristic value of simple models in schooling our intuition about natural processes is exceedingly important, even when their predictive power is limited. […] Unaided verbal reasoning can be unreliable […] The lesson, we think, is that all serious students of human behavior need to know enough math to at least appreciate the contributions simple mathematical models make to the understanding of complex phenomena. The idea that social scientists need less math than biologists or other natural scientists is completely mistaken.

I also learned that I was antidisestablishmentarianistically motivated since I was more “work with what you got and build from there” type of an attitude. Let’s leave antidisenfranchisementarianism, which is just another big word meaning all-inclusive, out of this discussion shall we?

Is there an evolutionary consequence to this distinctive quality of story? Researchers have imagined so. We prevailed, in large part, because we are an intensely social species. We are able to live and work in groups. Not in perfect harmony, but with sufficient cooperation to thoroughly upend the calculus of survival. It is not just safety in numbers. It is innovate, participate, delegate, and collaborate in numbers. And essential to such successful group living are the very insights into the variety of human experience we’ve absorbed through story. As psychologist Jerome Bruner noted, “We organize our experience and our memory of human happenings mainly in the form of narrative,”37 leading him to doubt that “such collective life would be possible were it not for our human capacity to organize and communicate experience in narrative form.”38 Through narrative we explore the range of human behavior, from societal expectation to heinous transgression. We witness the breadth of human motivation, from lofty ambition to reprehensible brutality. We encounter the scope of human disposition from triumphant victory to heartrending loss. As literary scholar Brian Boyd has emphasized, narratives thus make “the social landscape more navigable, more expansive, more open with possibilities,” instilling in us a “craving for understanding our world not only in terms of our own direct experience, but through the experiences of others—and not only real others.”39 Whether told through myths, stories, fables, or even embellished accounts of daily events, narratives are the key to our social nature. With math we commune with other realities; with story we commune with other minds.

For things to change, somebody somewhere has to start acting differently. Maybe it’s you, maybe it’s your team. Picture that person (or people). Each has an emotional Elephant side and a rational Rider side. You’ve got to reach both. And you’ve also got to clear the way for them to succeed. In short, you must do three things: → DIRECT the Rider FOLLOW THE BRIGHT SPOTS. Investigate what’s working and clone it. [Jerry Sternin in Vietnam, solutions-focused therapy] SCRIPT THE CRITICAL MOVES. Don’t think big picture, think in terms of specific behaviors. [1% milk, four rules at the Brazilian railroad] POINT TO THE DESTINATION. Change is easier when you know where you’re going and why it’s worth it. [“You’ll be third graders soon,” “No dry holes” at BP]               → MOTIVATE the Elephant FIND THE FEELING. Knowing something isn’t enough to cause change. Make people feel something. [Piling gloves on the table, the chemotherapy video game, Robyn Waters’s demos at Target] SHRINK THE CHANGE. Break down the change until it no longer spooks the Elephant. [The 5-Minute Room Rescue, procurement reform] GROW YOUR PEOPLE. Cultivate a sense of identity and instill the growth mindset. [Brasilata’s “inventors,” junior-high math kids’ turnaround]                             → SHAPE the Path TWEAK THE ENVIRONMENT. When the situation changes, the behavior changes. So change the situation. [Throwing out the phone system at Rackspace, 1-Click ordering, simplifying the online time sheet] BUILD HABITS. When behavior is habitual, it’s “free”—it doesn’t tax the Rider. Look for ways to encourage habits. [Setting “action triggers,” eating two bowls of soup while dieting, using checklists] RALLY THE HERD. Behavior is contagious. Help it spread. [“Fataki” in Tanzania, “free spaces” in hospitals, seeding the tip jar] ————— OVERCOMING OBSTACLES ————— Here we list twelve common problems that people encounter as they fight for change, along with some advice about overcoming them. (Note

So, at a minimum, our educational systems must be retooled to maximize these needed skills and attributes: strong fundamentals in writing, reading, coding, and math; creativity, critical thinking, communication, and collaboration; grit, self-motivation, and lifelong learning habits; and entrepreneurship and improvisation—at every level. The

Advantage of Playing Educational Games: Kids Learn With Fun Kids Game play has mentally worth profit because games have been shown to enhance attention, focus, and interval. Games have motivational profit because they encourage associate progressive, instead of an entity theory of intelligence. Games have emotional profit as a result of they induce positive mood states; additionally, there's speculative proof that games might support children develop flexible feeling regulation. Games have social profit because gamers area unit able to translate the prosocial skills that they learn from co-playing or multiplayer gameplay to “peer and family relations outside the gambling atmosphere. DIFFERENT GAMES FOR DIFFERENT GOALS. But it’s a little ​twisted​ to say that Educational games are “good for kids.” Kids games are not like fruits and vegetables. Don’t think them as if they were know about vegetable and fruits name that help kids grow into healthy adults. Like all forms of media, it depends on the particular games and how they are used. Kids Learn With Fun Present Different games such as Learn Vehicles for Kids,1 to 100 Spelling learning,123 number for kids,Maths Practice,Puzzle Games,Real Birds Game,Toodle Alphabets Puzzle and many more available at : kidslearnwithfun dot com Play Kids Learn with Fun Game : Make your kid’s mind Creative. Educational Kids games that ​inspire​ creative expression, such as Maths Practice Game and Puzzle game, push kids to think outside the norm and consider ​different methods of explanation. Exploring and expanding creativity through such kids games can also help with nurturing self-​prize,self-love,self-habit​ and self-acceptance, and they inspire a greater connection between personality and activity. In the end,​ sticking with a kids game through it can help kids develop patience and maturity in 0 to 5 year age.

Creating original mathematics requires a very high level of motivation, persistence, and reflection, all of which are considered indicators of creativity (Amabile, 1983; Policastro & Gardner, 2000; Gardner, 1993). The literature suggests that most creative individuals tend to be attracted to complexity, of which most school mathematics curricula has very little to offer. Classroom practices and math curricula rarely use problems with the sort of underlying mathematical structure that would necessitate students’ having a prolonged period of engagement and the independence to formulate solutions. It is my conjecture that in order for mathematical creativity to manifest itself in the classroom, students should be given the opportunity to tackle non-routine problems with complexity and structure - problems which require not only motivation and persistence but also considerable reflection.

I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior.

In math problem-solving, the constructivist approach shifts from rote memorization to active exploration, where students engage in collaborative sense-making, developing problem-solving skills and mathematical reasoning.

Motivation can be a good building block or serve as basic learning, just like you learn basic math and arithmetic when you are really young, but if counting numbers is all you know even when you are old, and refuse to see the truth in anything beyond what was taught when you were young, you my friend have failed to grow in life.

Power is energy. It's math. It's figures that go back and forth.

There was also a series of top contributor lists, for the previous forty-eight hours as well as for all time, to motivate both short-term and long-term participation. And to celebrate successful participation, as well as sheer volume of participation, there was also a “best individual discoveries” page that identified key findings from individual players. Some of these discoveries were over-the-top luxuries offensive to one’s sense of propriety: a £240 giraffe print or a £225 fountain pen, for example. Others were mathematical errors or inconsistencies suggesting individuals were reimbursed more than they were owed. As one player noted, “Bad math on page 29 of an invoice from MP Denis MacShane, who claimed £1,730 worth of reimbursement, when the sum of those items listed was only £1,480.

Flow is a state of self-forgetfulness, the opposite of rumination and worry: instead of being lost in nervous preoccupation, people in flow are so absorbed in the task at hand that they lose all self-consciousness, dropping the small preoccupations—health, bills, even doing well, of daily life. In this sense moments of flow are egoless. And although people perform at their peak while in flow, they are unconcerned with how they are doing, with thoughts of success or failure—the sheer pleasure of the act itself is what motivates them. A child who is naturally talented in music or movement, for example, will enter flow more easily in that domain than in those where she is less able. That initial passion can be the seed for high levels of attainment, as the child comes to realize that pursuing the field, whether it be dance, math, or music, is a source of the joy of flow. And since it takes pushing the limits of one's ability to sustain flow, that becomes a prime motivator for getting better and better; it makes the child happy. Pursuing flow through learning is a more humane, natural, and very likely more effective way to marshal emotions in the service of education.

In 2012, psychologists Richard West, Russell Meserve, and Keith Stanovich tested the blind-spot bias—an irrationality where people are better at recognizing biased reasoning in others but are blind to bias in themselves. Overall, their work supported, across a variety of cognitive biases, that, yes, we all have a blind spot about recognizing our biases. The surprise is that blind-spot bias is greater the smarter you are. The researchers tested subjects for seven cognitive biases and found that cognitive ability did not attenuate the blind spot. “Furthermore, people who were aware of their own biases were not better able to overcome them.” In fact, in six of the seven biases tested, “more cognitively sophisticated participants showed larger bias blind spots.” (Emphasis added.) They have since replicated this result. Dan Kahan’s work on motivated reasoning also indicates that smart people are not better equipped to combat bias—and may even be more susceptible. He and several colleagues looked at whether conclusions from objective data were driven by subjective pre-existing beliefs on a topic. When subjects were asked to analyze complex data on an experimental skin treatment (a “neutral” topic), their ability to interpret the data and reach a conclusion depended, as expected, on their numeracy (mathematical aptitude) rather than their opinions on skin cream (since they really had no opinions on the topic). More numerate subjects did a better job at figuring out whether the data showed that the skin treatment increased or decreased the incidence of rashes. (The data were made up, and for half the subjects, the results were reversed, so the correct or incorrect answer depended on using the data, not the actual effectiveness of a particular skin treatment.) When the researchers kept the data the same but substituted “concealed-weapons bans” for “skin treatment” and “crime” for “rashes,” now the subjects’ opinions on those topics drove how subjects analyzed the exact same data. Subjects who identified as “Democrat” or “liberal” interpreted the data in a way supporting their political belief (gun control reduces crime). The “Republican” or “conservative” subjects interpreted the same data to support their opposing belief (gun control increases crime). That generally fits what we understand about motivated reasoning. The surprise, though, was Kahan’s finding about subjects with differing math skills and the same political beliefs. He discovered that the more numerate people (whether pro- or anti-gun) made more mistakes interpreting the data on the emotionally charged topic than the less numerate subjects sharing those same beliefs. “This pattern of polarization . . . does not abate among high-Numeracy subjects. Indeed, it increases.” (Emphasis in original.) It turns out the better you are with numbers, the better you are at spinning those numbers to conform to and support your beliefs.

Before the college students gave their speeches, Brooks asked them to speak three words out loud. She randomly assigned them to say either “I am calm” or “I am excited.” That one word—calm versus excited—was sufficient to significantly alter the quality of their speeches. When students labeled their emotions as excitement, their speeches were rated as 17 percent more persuasive and 15 percent more confident than those of students who branded themselves calm. Reframing fear as excitement also motivated the speakers, boosting the average length of their speeches by 29 percent; they had the courage to spend an extra thirty-seven seconds on stage. In another experiment, when students were nervous before taking a tough math test, they scored 22 percent better if they were told “Try to get excited” instead of “Try to remain calm.

Mental horsepower doesn’t guarantee mental dexterity. No matter how much brainpower you have, if you lack the motivation to change your mind, you’ll miss many occasions to think again. Research reveals that the higher you score on an IQ test, the more likely you are to fall for stereotypes, because you’re faster at recognizing patterns. And recent experiments suggest that the smarter you are, the more you might struggle to update your beliefs. One study investigated whether being a math whiz makes you better at analyzing data. The answer is yes—if you’re told the data are about something bland, like a treatment for skin rashes. But what if the exact same data are labeled as focusing on an ideological issue that activates strong

I never realised power of x for a function f(x) when I was in school.

I never realised power of x of function f(x) when I was in school.

While some patients find it easier to suppress their swearing in public (where anxiety levels are high, but the social penalties for swearing are higher), others find it easier to suppress their swearing among friends and family, in settings where they are more relaxed. Stress might increase the severity of the urges that some TS patients feel, which would explain the greater severity of tics in high-stress situations. For others, the fear of social consequences acts as a very strong motivator to suppress swearing and other tics, no matter what the cost. To make sense of this, Professor Conelea set up an experiment to differentiate between situational stress and social pressure. She set TS patients time-limited mental arithmetic problems in order to induce a baseline level of stress. She told these patients that they could swear or tic as much as they wanted. When allowed to tic freely, these patients’ tic rates were slightly lower while doing the maths challenge than when they were just resting, possibly because of the amount of concentration that the mental arithmetic required. She then asked them to try again, but this time to try to suppress their tics. As a result, the number of tics per minute almost doubled under stress. The very stress of trying not to act on ticcish urges made it much more likely that the volunteers would suffer from tics.

At the start of this book I presented ten things I used to believe that I no longer do. So, it seems only fitting to end with ten things I now believe that I wished I knew when I first started teaching. Students remember what they are thinking about, or attending to. Planning for achievement is more important than planning for motivation. Practice does not make perfect, practice makes permanent. Students do not think and learn differently due to their learning styles, but because of their amount of domain-specific knowledge. My choice of examples and exercises are the single most important part of my planning. It often makes sense to teach the How before the Why. Students can be struggling but not learning. Effective differentiation is best achieved in terms of the time students spend on a task, not by giving different students different tasks to do. Retrieval, predominantly through frequent low-stakes quizzing, is the key to long-term learning. Perhaps, above all, the best thing I can do to help my students become the independent problem-solvers I want them to be is to carefully and explicitly teach them.

It might be objected that men are not trees; that if a man realizes something ought to be done, he can go and do it. This is true within certain limits. There can be social conditions favourable to mathematical studies; if a country urgently needs mathematicians, and if everyone knows this, mathematics may well flourish. But this still does not answer the question of how · it comes to flourish. An external motive, good or bad, is not enough. Greed for money, desire for fame, love of humanity are equally incapable of making a man a composer of great music. It has been said that most young men would like to be able to sit down at the piano and improvise sonatas before admiring crowds. But few do it; to desire the end does not provide the means; to make music you must be interested in music, as well as (or instead of) in being admired. And to make mathematics you must be interested in mathematics. The fascination of pattern and the logical classification of pattern must have taken hold of you. It need not be the only emotion in your mind; you may pursue other aims, respond to other duties; but if it is not there, you will contribute nothing to mathematics.

This is not to say that being born late into a big family automatically makes someone fast, any more than having a parent die early in life automatically makes one prime minister of England. But it does say that being fast, like any talent, involves a confluence of factors that go beyond genes and that are directly related to the intense, subconscious reaction to motivational signals that provide the energy to practice deeply and thus grow myelin.

But the message from Dweck and the hotbeds is clear: high motivation is not the kind of language that ignites people. What works is precisely the opposite: not reaching up but reaching down, speaking to the ground-level effort, affirming the struggle. Dweck's research shows that phrases like “Wow, you really tried hard,” or “Good job, dude,” motivate far better than what she calls empty praise.

Growing skill, as we've seen, requires deep practice. But deep practice isn't a piece of cake: it requires energy, passion, and commitment. In a word, it requires motivational fuel, the second element of the talent code.

Math is not bias, racist or politically motivated the numbers are either in your favor or there not

In each case, we must ask not only who designed the model but also what they person or company is trying to accomplish.