How to Help Your Child Learn Math Without Error

If you’ve ever wondered how Boaler learned math, you’re not alone. The research is clear that many of the methods he advocated have failed. In this article, we’ll explore the methods Boaler used and the mistakes he made. We’ll also cover executive function, Dyslexia, and the executive function. And we’ll touch on the impact of error on math learning. So how can we help our children learn math without error?

Boaler’s methods

In this book, Jo Boaler reveals her unique approach to math instruction. In the book, she debunks some common misconceptions about mathematics, explaining how students are often taught incorrectly. Rather than teaching the right answer, Boaler teaches students to think in terms of context and connections. This approach allows students to develop numeracy. Here are three strategies to help your child learn math without error.

First, use the right kind of methods. A lot of people assume that math education in schools is different from what is found in classrooms. However, that is not necessarily the case. Boaler studied the mathematics outcomes of three suburban schools and found that the kids in these schools had better math achievement than students in urban school districts. This may seem counterintuitive, but it has been proven that students from low-income neighborhoods are more likely to achieve higher academically than their peers in wealthy communities.

Boaler’s mistakes

In “Boaler’s Mistakes in Learning Math,” Jo Boaler argues for a new approach to teaching math. She points out the common misconceptions surrounding the subject. While memorization of math facts is important, students should instead focus on determining how math facts relate to one another. According to her, traditional classroom teaching methods do not help students develop the kind of brain growth they need.

As an educator, you can help students develop a growth mindset by encouraging them to accept failure. Many standardized tests focus on speed, volume, and performance, and this kind of approach represents shallow learning. While students who work slowly are more likely to have a deeper understanding of the concepts they are learning, students who perform quickly may simply shrug math off as a high-pressure hamster wheel. You may be surprised to learn that a standardized test does not measure a student’s true numeracy.


Learning math with dyslexia is a challenging task. Students who struggle with errors tend to have problems with working memory. Working memory is the ability to hold multiple objects in one’s mind while also analyzing, manipulating, or comparing them within a few seconds. Math is filled with these types of tasks, and a student may be unable to move past these difficulties without compensatory strategies. Teachers should look for ways to minimize the cognitive load for students who have dyslexia.

Among the challenges faced by people with dyslexia is the vocabulary used in math. Words like quotient, denominator, and fraction are common. Other words may be too difficult to read or may have irregular spelling. The person with dyslexia may feel inferior to their peers, and try to manipulate the students around them to make them do their work. It can be frustrating and counterproductive to learn math without error if you are not aware of the problems.

Executive function

Studies show that a student’s executive function affects their ability to learn mathematics. The executive function is closely related to working memory, which is the capacity to process information in the short term. In addition to being correlated with mathematics performance, other executive components have been found to predict domain-general learning. These studies support the notion that executive function deficits contribute to learning disabilities. In fact, they have even been shown to predict IQ levels in math.

While this concept may be vague, the term executive function refers to a set of skills underlying the ability to plan ahead, meet goals, and demonstrate self-control. These skills also help us focus despite distractions, prioritize tasks, and control impulses. Learning math requires strong executive function skills. However, the question remains whether the development of executive functions will enhance or impede learning. The following are some common misconceptions about executive functions and the role they play in learning.


Researchers have found that students who are anxious about math have reduced achievement. A study published in the Journal of Experimental Psychology showed that math anxiety is linked to the belief that students have innate mathematical abilities and therefore should succeed. A study of over 13 million students found that these students often use memorization strategies. By encouraging students to understand concepts, math anxiety can be reduced. According to Robert J. Stahl, a professor at Arizona State University, math anxiety reduces performance when students are given time to think and understand.

The researchers used a questionnaire that involves children looking at pictures of mathematical situations and reading text descriptions to measure their anxiety. The questionnaire also measured the students’ physiological and cognitive reactions to the situations. It also assessed their anxiety overall. The study’s limitations, however, are that it only measures general anxiety. More studies are needed to determine what kind of math anxiety a student experiences. But it’s worth noting that children with anxiety about learning math should seek treatment.

Making meaningful connections

Many students struggle with making meaningful connections when learning math. The difficulty may be caused by the fact that they do not fully understand the relation between numbers and quantities. This lack of connection can make the mathematics skills more difficult to remember and to apply to new situations. Using visual reminders can help students stay focused and on task. One visual reminder suggested by Laney Sammons is a circle chart. Students can view the chart to help them remember and make meaningful math connections.

While most teachers have good intentions, their actions do not reflect their own personal values. They make decisions based on what they think students need most. For example, grouping students based on their mathematical ability does not create the best learning experience for all students. Using different grouping practices promotes student strengths, enhances collaboration skills, and fosters positive attitudes towards mathematics. Other ways to support all students are to design tasks based on their real-life experiences and invite different viewpoints. By recognizing and valuing their ideas, students develop positive beliefs about themselves and their ability to do well with math.

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