Busting the Myths to Achieve Maths Diversity
As someone who frequently discusses Maths in the media, I often hear negative stereotypes and myths about our subject, like:
- Maths is really difficult
- Mathematicians are boring people
- You either ‘get’ Maths or you don’t
With such attitudes weighing heavily on the subject, it’s no wonder many pupils see Maths as something out of reach and abstract – the exclusive domain of old white men who dream in algebra, calculus and geometry.
According to Pearson’s Power of Maths Statshot1 published this year, 47% of secondary and 36% of primary Maths teachers think more diverse role models in Maths would inspire their students. When you read these descriptions from students picturing someone who is “good at Maths,” you can see why:
- “When I think of mathematicians or people who are really good at maths, I imagine them wearing big glasses, a long woolly coat and carrying a book in their hand” – Izzy
- “I think of a scientist who does weird things on a chalkboard. I also think of Archimedes!” – Oliver
- “Einstein?” – Sennen2
Where in these students’ minds are the brown mathematicians? The Black mathematicians? The female mathematicians? The mathematicians with special educational needs and disabilities (SEND)?
An independent Diversity and inclusion in schools survey by Pearson highlighted that Maths was recently considered to have the least diverse curriculum, despite the fact that its cultural origins are far from mono-cultural and encompasses influence from Arabia and Asia.
In addition, the Power of Maths Statshot also highlighted that students who are disadvantaged, have SEND, or who identify as female, are more likely to think that Maths, and associated careers, are “not accessible or appealing.”3 These students need new role models to show that Maths has a space for people who look like them.
They also need their role models to bust the myths I listed above, replacing them with the positive reality - namely, that:
- Nobody is born with Maths skills – they have to learn them
- Mathematicians are normal people, like anyone else
- And everyone – everyone– can be a mathematician!
To win more students around to Maths – and help encourage further role models for new learners in the future – I recommend that teachers:
Consider creative approaches to lessons
If you can find a way to fuse probability teaching with popular culture such as drawing on TV shows, films or podcasts – such as Strictly Come Dancing or Love Island (as examples) - then go for it. Trust me: it can be done.
Accentuate the positives
Seventy-five percent of teachers4 think that more positivity about Maths in popular culture would help them inspire students. Find inspiration with positive organisations like Mathematically Gifted & Black, who recognise leading lights in the sector such as Fern Hunt, who is being featured in Pearson’s latest poster campaign to mark Black History Month in the UK.
Make space for students at every step
Allow students to err without feeling judged, and – more crucially – make room for them to be who they are while learning, whatever their gender, race, religion, or ability.
Connect students to the compelling and fascinating history of maths
Did you know that the concept of zero was created in India, for example? Or are you aware of the importance of African-American women recruited by NASA to work on complex maths task in the 1950s-60s during the Space Race? Do your students?
Together, we have the power to change Maths’ image for learners, expanding their horizons well beyond what they think possible. That is the true power of diversity. It’s the true Power of Maths.
Bobby Seagull is a Maths teacher, media personality and author. Hear him on the latest The Right Angle Podcast: Back to School, and click here to watch him speak about Maths in the Media for Pearson’s 2021 Virtual Maths Festival.
1Power of Maths: Perceptions, diversity and inclusion in Maths
2Comments from the Power of Maths Roundtable Series,
3Power of Maths: Perceptions, diversity and inclusion in Maths
4Power of Maths: Perceptions, diversity and inclusion in Maths