Comments on: The centrality of stupidity in mathematics https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/ Transforming how math is taught and learned. Thu, 27 Feb 2025 10:16:27 +0000 hourly 1 https://wordpress.org/?v=6.9 By: Jim White https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-49988 Thu, 27 Feb 2025 10:16:27 +0000 https://mathforlove.com/?p=19861#comment-49988 This beautifully captures the paradox of math learning—how it feels impossible until it suddenly isn’t. The idea that feeling “stupid” is a natural and necessary part of mastering math is both reassuring and essential for students. As teachers, bridging the gap between understanding and struggle requires empathy and patience. Acknowledging this mental leap helps normalize the frustration and make breakthroughs even more rewarding. Math reshapes our thinking in ways few subjects do, making its challenges worth embracing.

]]> By: Peter https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48903 Sat, 05 Oct 2024 18:56:30 +0000 https://mathforlove.com/?p=19861#comment-48903 I am a teacher who supports math teachers in their efforts to improve math instruction. The biggest obstacle for most teachers to overcome is the fear of not knowing something, but the most incredible growth and joy for the teacher (and students) come when the teacher feels comfortable enough to see the unknown as an opportunity to grow—becoming a student alongside their own students.
The truth revealed I am most often a traveler into the unknown with both…. stupidly joyful as we go.
(Thank you, Dan)

]]> By: mary https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48849 Wed, 02 Oct 2024 13:58:25 +0000 https://mathforlove.com/?p=19861#comment-48849 Been saying this to my science students for years. Students that are good at science aren’t the ones that “get it”, they’re the ones that enjoy not getting it, being confused, finding answers they didn’t know. Stephen Hawking wasn’t the best because he knew about Black Holes – he was the best because he DIDN’T know, and spent his life determined to find out!!!

]]> By: Sarah https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48820 Tue, 01 Oct 2024 15:39:28 +0000 https://mathforlove.com/?p=19861#comment-48820 In reply to Nic.

I was just trying to figure out how to print this for my students to read! A video would be amazing!

]]> By: Nic https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48801 Tue, 01 Oct 2024 04:21:01 +0000 https://mathforlove.com/?p=19861#comment-48801 When somebody turns this article into a ~6 minute video aimed at teenagers, I will show it to my 9th grade Algebra and 12th grade AP Stats students the next day!

]]> By: Dan Finkel https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48800 Tue, 01 Oct 2024 04:01:22 +0000 https://mathforlove.com/?p=19861#comment-48800 In reply to Hal.

I agree that it’s important to help kids (and adults) not feel stupid while they’re grappling with new ideas. I’m writing about something a little different here, though. The “stupid” feeling I’m referring to is the one you have AFTER you understand the new idea, and you apply it retroactively to yourself: “why did it take me so long to understand this obvious thing?” I think it is something particular about math that it’s so common to feel stupid after you’ve succeeded in learning something new. But I agree with the main point: feeling stupid doesn’t mean that you are stupid, and we need to help our students to understand that.

]]> By: Hal https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48796 Tue, 01 Oct 2024 03:01:22 +0000 https://mathforlove.com/?p=19861#comment-48796 and process possible solution strategies, sharing possible solutions in a non judgmental environment ,etc) … with a learning environment like that you need never to feel stupid. Instead you perceive yourself as a learner who doesn’t know it all yet. Schools and parents out there can create a supportive, constructive non judgemental environment where a kid feels empowered when not fully understanding something ‘YET’.]]> I urge us all to think about the language used to describe the moments you describe as feeling stupid. I’d urge ‘stupid’ to be replaced with ‘ I’m not making sense of that …..yet.” No one understands stuff they don’t understand until they do understand it !! In teaching teachers about the learning theories of Piaget he brilliantly coined not only the idea of limitations of thinking as a result of a child’s stage of learning ( cited by the liquid capacity assessment in this article ) but also the forever learning process he called ‘Constructivism’. In learning anything new you go through a process of confusion at first. With repeated attempts to problem solve yourself out of that confusion ( eg. “I don’t understand this yet but I’m grappling with the idea “) and with the right supportive conditions ( ie. group work around the topic with peers who also are trying to figure it out, skillful open ended targeted questions asked of you , time to think 🤔 and process possible solution strategies, sharing possible solutions in a non judgmental environment ,etc) … with a learning environment like that you need never to feel stupid. Instead you perceive yourself as a learner who doesn’t know it all yet. Schools and parents out there can create a supportive, constructive non judgemental environment where a kid feels empowered when not fully understanding something ‘YET’.

]]> By: Dan Finkel https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48730 Wed, 25 Sep 2024 20:09:12 +0000 https://mathforlove.com/?p=19861#comment-48730 In reply to Jason.

If not for people telling me that it was natural to feel stupid, I’m not sure how far I would have gotten in mathematics.

]]> By: Jason https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48729 Wed, 25 Sep 2024 17:27:24 +0000 https://mathforlove.com/?p=19861#comment-48729 I’ve just started the climb toward a undergraduate in mathematics; I’m grateful for this insight that reinforces removing one’s own preconceptions to be humbled by every step of the way.

]]> By: scott kim https://mathforlove.com/2024/09/the-centrality-of-stupidity-in-mathematics/#comment-48714 Mon, 23 Sep 2024 17:53:05 +0000 https://mathforlove.com/?p=19861#comment-48714 How you can learn anything unless you first clear out space in your mind for new ideas? Being aware that you don’t know is the first step toward learning something new.

There’s Zen story in which the master pours a cup of tea and keeps pouring as tea spills over the sides of the cup. He then explains that a full mind cannot accept new ideas.

In product design, which I coach, the #1 barrier to making progress is the inventor being overly attached to a clever solution they have created. The point of design is to serve the needs of your customers, not to prove you’re right. So you need to make a mental shift — treat your solution as an initial hypothesis, then be curious to know if there’s a better solution. Your customers almost always know things that you don’t, and will improve your initial idea immensely — if you pay attention.

This is why I like exposing students to unsolved problem in mathematics early…so they know that not all problems have pat answers. Besides, unsolved problems are thrilling…they give us something to aspire to.

]]>