I rewired my brain to become fluent in math (2014) (nautil.us)

Article summary

The author, a professor of engineering, recounts how she overcame her initial struggles with math and science to become proficient in these subjects as an adult. She attributes her success to a combination of memorization, repetition, and practice, which allowed her to develop fluency and understanding. The author argues that the current emphasis on conceptual understanding in education can be misleading, as it may lead students to believe they understand a concept when they have not yet internalized it through practice. She suggests that a balanced approach that includes both understanding and practice is necessary for true mastery of math and science.

Main themes

• Math education
• Neural plasticity
• Learning strategies
• Memorization vs understanding
• Adult learning
• STEM education

What commenters say

• The article's focus on the author's personal story comes at the expense of providing practical advice on how to improve math skills.
• Memorization and repetition are essential components of learning math and science, and should not be dismissed as outdated methods.
• The distinction between surface-level intuition and true understanding is crucial, and the latter requires practice and application of concepts.
• Some people may have inherent limitations in their ability to visualize and understand certain mathematical concepts, regardless of practice or training.
• Incorporating history and philosophy into math education could make the subject more engaging and interesting for students.
• The idea of 'rewiring one's brain' to become better at math is misleading, and what is really required is simply a lot of practice and dedication.
• There are different types of cognitive abilities, such as geometric intuition and procedural fluency, that are important for math and science, and individuals may have strengths in one area but not another.
• The current educational emphasis on understanding and conceptual learning may lead to a lack of fluency and practical skills in math and science.