YouSaid · the spoken record

Jo Boaler

lines on the record: 90
first: 2021-09-27
most recent: 2021-09-27
sittings or episodes: 1
sources: podcast

Every line below is reproduced as it was said and linked to the record it came from. Nothing here is summarised or generated. Directory · Search · Corrections

“Then it goes viral. California's ahead. I think in creating courses and having kids go through it, but it's Suddenly, when I last looked, there were 12 states that were allowing data science as a high school course. And I think by next year, that will have doubled or more. So change is happening.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“It does. I think so. I think so. It's been an interesting journey seeing data science take off, actually. There was a... Course that was developed in 2014 by some people who thought data science was a good idea for high schoolers. And then after some kids took the course and nothing bad happened to them. Went to college People started to accept it more. And then this was a big piece of the change in California, the UC system communicated. They sent out an email last year to 50,000 high schools saying, we now accept data science. Kids can take it instead of Algebra too. That's a perfectly legitimate college pathway. So that was like a big green light for a lot of schools who were like wondering about whether they could teach it. So I think it happens in small spaces and expands.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Feel like that will also change. People might look back on these days and think they were hilarious, but maybe we'll in the future, kids will be doing their own programming and they'll be able to learn things and find out things and create things even as they're learning and maybe the individual subject boundaries will go. Data science itself coming into the education system kind of illustrates that because people realize it doesn't really fit inside any of the subjects. So what do we do with it? Where does it go? And who teaches it? So it's already raising those kind of questions and questioning how we have these different subject boundaries.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“You would think that all kids are growing up learning to program and create. So I just think, I mean, the system of schooling we have now, people call it a factory model. It's not designed to inspire creativity.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“You've got to think that 100 years from now, education will be totally different to the way it is now. Maybe we won't have subject boundaries anymore because those don't really make much sense”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, I definitely have hope there is change can happen in the education system. In recent years, it's been microscopically slow. I do actually see change happening. Like we were talking earlier that data science is now a course you can take in high school instead of Algebra 2. And that's pretty amazing because that content was set out in 1892 and hasn't changed since then. And so now we're actually seeing a change in the content of high school. I'm amazed that that's happening and very happy it's happening. So change is very slow in education usually, but When you look ahead and think about all that we know and all that we can offer kids in terms of technology,”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Exactly. Yeah, and if people tell you you can't do things, you have to hear from other people who believe in you. I think you're absolutely right about that. So sad the number of people who've had those negative messages from parents in my limitless mind book, I interviewed quite a few people who'd been told they couldn't do maths, sometimes by parents, sometimes by teachers. And fortunately, they had got other ideas at some point in their life and realized there was this whole world of mathematical thinking that was open to them. So it's really important that people do connect with people who believe in them. However hard that might be to find those people.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And they always come away not being able to find it. People can just go further and further and further. And that is true of people born with brain, you know, areas of their brain that aren't functioning well, that have what we call special needs. Some of those people also go on to develop and do amazing things. So I think that really experiencing that, knowing that, feeling, not just saying it, but knowing it deeply, you can learn anything is something I wish all people would have.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“I think if I were to give advice to people, especially young people, my advice would be to It sounds really corny, but always believe in yourself and know that you can achieve because although that sounds like obvious, of course we want kids to know that they can achieve things, I know that millions of kids are in the school system have been given the message they cannot do things. And adults too. They have the idea, oh, I did okay in this. I went into this job because those other things I could never have done okay in. So actually when they hear, hey, maybe you could do those other things. Even adults think, you know, maybe I can. And they go back and they encounter this knowledge and they relearn things and they change careers and amazing things happen. So for me, I think that message is really important. You can learn anything. Scientists try and find a limit. They're always trying to find a limit. Like, how much can you really learn? What's the limit to how much you can learn?”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“It shows maths as this visual creative subject and it shares mindset and some brain science and kids who take it do better in maths class. We've studied it with randomized controlled trials and given it to middle school kids and other middle school kids who don't take it but are taught by the same teachers so their teachers are the same and the kids who take the online class end up 68% more engaged in their maths class. Do better at the end of the year. So that's a little sixth session 15 minute class. Changes kids' maths relationship. So it is true that we can do that with some words that aren't, you know, it's not a huge change to the education system.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Think there's definitely you can bring in good pedagogy into online learning, and I think the idea of putting things online so that people all over the world can access them is great. I don't think the initial excitement around MOOCs sort of democratizing education and make it more equal came about because they found that the people taking MOOCs tended to be the more privileged people. So that was, I think there's still something to be found in that, there's still more to be done to help that online learning reach those principles. But definitely I think it's a good invention. I have an online class that's for kids, that's a little free class that gives them. Called How to Learn Maths.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, certainly in all of maths. I mean, you can think of all of maths as a kind of subject of patterns. And not just visual patterns, but When you think about multiplying by five and the fact you can, you know, if you're multiplying 18 times five, you can instead think of 9 times 10 That's a pattern that always works in mathematics. You can halve a number and double a number. And so, yeah, I just think there are patterns everywhere. And if kids are thinking their role is to see patterns and find patterns, it's really exciting.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah. Have you ever noticed that hotels are always filled with patterns? I was just noticing at the hotel I mean now. All of their carpets are pattern carpets and then they have patterns on the walls. So, yeah.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, absolutely. I think just giving people that idea that you can do that with maths and other subjects, there's bound to be people all around who can create more, which is cool.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And probably you don't need to. I mean, if people get to experience mathematical ideas in the way that he shares them, that will change them and it will change the way they think. And maybe they could go on to take some other mathematical idea and make it that beautiful.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“About his approach. I think it's amazing. I should work with him. I can share some of our visuals and he can make them in that amazing way”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Definitely. There was a survey done of kids in school where they were asked, how long will you work on a maths problem before you give up and decide it's not? To solve And the result on average across the kids was two minutes.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And so everybody needs those rich, deep problems. Most kids go through their whole maths experience of however many years never once working on a problem in that kind of deep way. So the undergrad class I teach at Stanford, we do that. We work on these deep problems every session. And the students come away going, okay, I never want to go back to that maths relationship I had where it was just all about quick answers. Just don't want to go back to that. And so we can all, all teachers can incorporate those problems in their classrooms. Maybe they don't do them every day, but they at least give kids some experience of being able to work slowly and deeply and to go to deeper places and not. Be told they've got five minutes to finish 20 questions”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, I think giving kids really inspiring deep problems and we have some on our website is a really important experience for them. Even if they only do it occasionally, but it's really important. They actually realize, I give a problem out often when I'm working with teachers and I say to them, all right, I'm going to check in with you after an hour. And they were like, an hour they think it's shocking. And then they work on this problem. And after an hour, I say, okay, how are we doing? And they're like, an hour has gone by. How is this possible”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Experience. I mean, yeah, the many ways teachers can inspire kids. I mean, sometimes it's a personal message, but it can be your teaching approach that changes maths for kids.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“She was, um, her name was Mrs. Marshall. She was my A level maths teacher. So I was in. In England, you do lots of subjects till you're 16, and then you choose like three or four subjects. So I'd chosen maths and you go to higher levels. Probably equivalent more to a master's degree in the US because you're more specialized. But anyways, she was my teacher. And for the first time in my whole career in maths, she would give us problems and tell us to talk about them with each other. And so here I was sitting there at like 17 talking with friends about how to solve a mouth problem. And that was it. That was the change that she made. But it was profound for me because like those calculus students, I started to hear other people's ways of thinking and seeing it. We would talk together and come up with solutions. And I was like, that was it. That changed maths for me.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“That's right. That is the flip side of that. And I myself had one teacher who was really amazing for me in maths, and she kept me in the subject.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Profound negative impact. But I know, sadly, that maths, there's a lot of maths teachers who have that kind of approach and they I think they're suffering from the fact that they think people are math, people are not math people. And that comes across in their teaching.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Bro, and I guess kids or young people get whether somebody's. Doing it to be funny, or, you know. This is why teachers are so hard. Even your tone can be impactful.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“That was absolutely that's the last question I'm asking and um That was, yeah, he was the chair of the maths department, I remember that really well. So. Maybe because of that experience, one of the things we encourage when we teach kids is asking questions and we value it when they ask questions and we put them up on walls and celebrate.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“It's funny. I can remember. It must have really impacted me in that moment because, you know, how there's lots of hours of school you don't remember at all. But anyway, I can remember where I was sitting and everything. I was in a high school maths class, although they don't call it that in England. The teacher said, and it was like the first class of this teacher's class. And he said, Ask if you have any questions. So at one point I put my hand up and I said, I have a question. And he said something like, that's your question. And I was like, okay, I'm not asking any more questions in this class”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, yeah. I mean, one of the sad pieces of research data I think about is the questions kids ask in school goes down, like in a linear way. You know, progression from in the early years, you can't stop kids asking those questions, but they learn not to ask the questions.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Topic is, or what it's about, what it's important for. So having students go back and think at the end of a day, what was the big idea from this math lesson? Why is it important? Where would I find that in real life? Those are really good questions for kids to be thinking about.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, that would be great. And it's a similar, I mean, a question I get asked a lot is about homework, what this is a good thing for kids to do for homework. And one of the recommendations I give is to not have kids just do lots of questions for homework, but to actually ask them to reflect on what they've learned, like what was the big idea you learned today, or what did you find difficult? What did you struggle with? What was something that was exciting? Then kids go home and they have to kind of reflect in a deeper way. A lot of times, I don't know if you had this experience as a math student. Lots of people do. Kids are going through maths questions. They're successful. They get them right, but they don't even really know what they're about. And a lot of kids go through many years of maths like that, doing lots of questions, but really knowing what even...”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, I think one thing we know is a lot of people when they review material, whether it's maths or anything else, don't do it in the best way. I think a problem a lot of people have is they read through maybe a teacher's explanation or a way of doing maths and it makes sense and they think, oh yeah, I've got that and they move on. But then it's not until you come to try and work on something and do a problem that you actually realize you didn't really understand it. Seem to make sense So, I would say this is also something that neuroscientists talk about, to keep giving yourself questions is a really good way to study rather than looking through lots of material. It's always like giving yourself lots of tests is a good way to actually deeply understand things and know what you do when you don't understand.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“So they're being used, and teachers really like them and are really happy about them. I just always want more. And I guess one of the things I would like for UQ, one of my personal goals is that every teacher of maths knows about UQ. At the moment, a lot of teachers who come to us are really happy they found it, but there's a lot of other teachers who don't know that it exists.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“I mean, we can do it. We actually went from the week of inspirational maths and we made K8 maths books with Big ideas, rich activities, visuals. We just finished the last one. We've been doing it for five years and it's been exhausting and we just finished. So now there's a whole K8 set of books. And they're organized in that way. These are the big ideas, here are rich deep activities. They're not, though, what you can do every day for a year. So some teachers use them as a kind of supplement to their boring textbook. And some people have said, okay, this is the year. This book tells us what the year is. And then we'll supplement these big activities with.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“It is. I wish, I mean, what I would love is if we could actually extend that for the whole year. We were a small team at Stanford and we're trying to keep up with great things to put on the site. Haven't the capacity to produce these creative visual math tasks for every year group, for every day, but I would love to do that.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Got teachers to focus on coding for a week, and we have this thing called the week of inspirational maths. And we say, just try it for a week. Just give us one week and try it and see what happens. And so it's been downloaded millions of times. Teachers use it every year. They start the school year with it. And what they tell us is it was amazing that the kids' lights were on. They were excited. They loved it. And then the week finished and I opened my textbooks and the lights went out. They were not interested.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Ways so people wouldn't want to read them or understand them. So this I see is a big problem. You have this whole industry of people finding out how to teach well, not sharing it with the people who are teaching. So that's why we made UCubed. And instead of just putting articles up saying, here's some things to read about how to teach well, we translated what was coming from research into things that teachers could use, so lessons, there were videos to show kids. And there were tips for parents. There were all sorts of things on the site. And it's been amazing. We took inspiration from the week of code, which”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, we started U cubed, I guess it was about five years ago now, and we've had over 52 million visitors to the site. So I'm very happy about that. And our goal is to share good ideas for teaching with teachers, students, parents in maths. And to help, we have a sort of subgoal of erasing maths anxiety that's important to us, but also to share maths as this beautiful creative subject. It's been really great. We have lessons on the site, but one of the reasons I thought this was needed is there's a lot of knowledge in the academy about how to teach maths well. Loads and loads of research and journals and lots of things written up. But teachers don't read it. They don't have access to it. They're often behind pay walls. They're written in really inexperienced.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And then people do something, and there's a little bit more. Because I think if you have a half hour video, you just switch off and start doing other things.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And they were all talking about it with each other and sharing it, and it was like took off. In fact, it was that MOOC that got me to create UCubed with Kathy Williams, who's the co-founder, because people took the MOOC and then they said, okay, what now? I finished what can I have next? And so that was why we made our website. So yeah, I think online education can be great. I do think a lot of the MOOCs. Have great pedagogy, they're just a talking head. You can actually engage people in more active ways, even in online learning. So I learned from the Udacity principle when I was working at Udacity never to talk more than like five minutes. And then to ask people to do something. So that's the sort of pedagogy of the online classes I have. There's a little bit of”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“I mean, online, having great teachers online obviously extends those teachers to many more people. And that's a wonderful thing. I have quite a few online courses myself. I got the bug working with Sebastian when he was had released his first MOOC. And I thought, hmm, maybe I could do one in maths education. And I didn't know if anybody would take it. I remember releasing it that first summer and it was a free online class and 30,000 maths teachers took it that way.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah, I mean, mathematics is supposed to be that the different maths that you look at. Whether you think of that as topics like geometry and probability, or I think of it as maths, it's just multidimensional, lots of ways. But that's why it was called mathematics. And then it was shortened to maths. And then for some reason, it was just math in the US. But to me, math has that more singular feel to it than... There's an expression here which is do the math. Which basically means do a calculation. That's what people mean by do the math. So I don't like that expression because no math could be anything. It doesn't have to be a calculation. And so yeah, I like maths because it has more of that broad feel to it.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“All right, I got that figured out. I can see that. I mean, I think it could be in a textbook. You can have Good experience with a textbook, but what's really important is what is in that textbook. Are you doing inside it? And I mean, I grew up in England and in England we learn maths. We don't have this separation of algebra and geometry. And I don't think any other country apart from the US has that. But I look at kids in algebra classes where they're doing algebra for a year and I think I would have been pretty bored doing that.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“So, one of the things they loved about our camp was just that there were no books. Even though we gave them sheets of paper instead, they still felt more free because they weren't just like trotting through exercises, exercises.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Well, I'm intrigued that you have such a good experience with textbooks. I mean, I can remember loving some textbooks I had when I was learning and I loved books. I loved to pick up books and look through them Lot of math textbooks are not good experiences for kids. We have a video on our website of the kids who came to our camp and one of the students says, In maths, you have to follow the textbook. The textbook's kind of like the Bible. You have to follow it. And every day it's slightly different. On Monday, you do 2.3.2. And on Tuesday, you do 2.3.3. And on Wednesday, and you never go off that, that's like every single day. And that's not inspiring for a lot of the kids.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And the other thing you have to put aside is this social comparison thinking If you are sitting there thinking, wow, that was an amazing idea. He's so much better than I am. That's really going to stop you taking on the value of that idea. And so there was a lot of that going on between these Stanford students when they came”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“For them, that they came out thinking, you know, I can do maths with other people. People can see it differently. Ways of thinking.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Had all these pieces of student work, and what we saw was they just work on separate parts of the paper. So there's little red pen section and a green pen section. And they didn't do that well on it. Even though it was a problem that middle or high school kids could do, but it was like a problem solving kind of problem. And then we gave them the same one to do at the end, gave them the same colors, and it actually they had learned to collaborate. And not only were they collaborating the second time around, but that boosted their achievement. And the ones who collaborated did better on the problem. Collaboration is important. Having people, and what was so eye-opening for these undergrads, and they talked about it in lovely ways was I learned to value other people's thinking on a problem. And I learned to value that other people saw it in different ways. And it was quite a big experience.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“And it was hard work because, as well as the fact that they were kind of against collaboration, they came in with a lot of social comparison thinking. This room with other Stanford undergrads, and they're better than me. So when we send them to work on a maths problem together, the first one was kind of a disaster because they were all like, they're better than me, they're faster than me. They came up with something I didn't come up with. So we taught them to let go of that thinking and to work well together. And one of the things we did, we decided we wanted to do a pre and post test at the end of this teaching. It was only four weeks long. But we knew, we didn't want to give them like a time test of individual work. So we gave them an applied problem to do at the beginning. And we gave them to do in pairs together. And we gave each of them a different colored pen and said, work on this activity together and keep using that pen.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“It's really interesting. So they'd only experience maths individually in a kind of competitive individual way. And if they had experienced it as group work, it had been a bad experience. Like maybe they were the one who did it all and the others didn't do much. So they were kind of against collaboration. They didn't see any role for it in maths. And we taught them to collaborate”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Yeah. Super important. And we know that also helps develop your brain, that social side of thinking. And I love mathematics collaboration where people build on each other's ideas and they come up with amazing things. I actually taught 100 students calculus at Stanford recently undergrads. And we taught them to collaborate. So these students came in Stanford and most of them were against collaboration in maths.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source
“Memorization, doing procedures. A lot of things that we spend a lot of time in school on in the world when kids leave school, a computer will do that. And better than they will. But that creative, flexible thinking, we're kind of at ground zero at computers being able to engage in that thinking. Maybe we're a little above ground zero, but the human brain is perfectly suited for that creative, flexible thinking. That's what humans are so great at. So I would like the balance to shift in schools. Maybe you still need to do some procedural kind of thinking, but there should be a lot more of that creative, flexible thinking.”
2021-09-27 · Lex Fridman Podcast · #226 – Jo Boaler: How to Learn Math · IDENTIFIED FROM THE TRANSCRIPT · source