Thinking (and Teaching) like a Mathematician
Most people think that mathematics means working with numbers and that being “good at math” means being able to do (only slower) what any $10 calculator can do. But then, most people think all sorts of silly things, right? That’s what makes “man on the street” interviews so funny.
Numbers are definitely part of math — but only part, and not even the biggest part. And being “good at math” means much more than being able to work with numbers. It means making connections, thinking creatively, seeing familiar things in new ways, asking “Why?” and “What if?” and “Are you sure?”
It means trying something and being willing to fail, then going back and trying something else. Even if your first try succeeded — or maybe, especially if your first try succeeded. Just knowing one way to do something is not, for a mathematician, the same as understanding that something. But the more different ways you know to figure it out, the closer you are to understanding it.
Mathematics is not just memorizing and following rules. If we want to teach real mathematics, we teachers need to learn to think like mathematicians. We need to see math as a mental game, playing with ideas. James Tanton explains: