“I am not a math person.”
As we all know, there’s a certain social hazard that comes with our occupation in math education. Folks often feel compelled to tell us their math stories, often declaring )with some amalgam of shame, pride, anger, and resentment): “I am not a math person.” And when they do, we’re left with a choice to make.
Do we defend math? Do we unpack their story more, offer condolences, comfort, or a hug? Do we try to change their mind and convince them that they are a math person? Ignore the comment and shift the conversation? Stare awkwardly into the distance until they walk away? Flee?
The trouble with any of these approaches is that they inevitably lead into (or actively avoid) a conversation about math identities with one side declaring “I am not a math person” and the other side trying to change their mind. And changing someone’s mind about their identity is a terrible context for productive social conversation.
So I’ve started to use this simple and earnest reply: “I am not a math person either.”
The shift has had some profound impacts on how the conversation moves forward, and I want to share more about my approach with you.