Myths, Stereotypes, and Misconceptions on Mathematics Teaching and Learning: The Need for a New Pedagogical Approach

Introduction

Since the end of the last century, concern has grown at the falling rates of student interest in studying the subjects of science, technology, engineering and mathematics (STEM) at university in both the European Union and the United States (Byars-Winston, 2014; European Commission, 2015). This has stood in contrast to the aim of making Europe the most competitive and dynamic knowledge-based economy in the world by 2010, with better jobs and greater social cohesion (Lisbon European Council, 2000). The proposal to achieve this aim involved increasing the number of mathematics, science and technology graduates by at least 15%, in addition to addressing the under-representation of women in these areas. Although universities in several European Union countries have reported increased enrolment numbers in recent years, this has not happened in Spain, where numbers have fallen since 2007 (DigitalES, 2019).

In terms of the causes of the lack of interest in STEM subjects among students, particularly in the case of mathematics, several studies refer to their greater difficulty and unappealing classes, in addition to mentioning poor employment prospects and salaries that do not reflect the effort required to complete these courses. To analyse such a complicated issue in depth, it is necessary to take into account the influence of a range of variables and how they manifest in the family, at school from the early years of education and in society in general.

This study will focus on mathematics from among the STEM subjects. Mathematics has been selected because students obtain lower marks and it has a poor image, produces higher levels of rejection and generates more negative attitudes and emotions (Cockcroft, 1985; Hannula, 2002). It is unsurprising that the phenomenon of mathematics anxiety has been studied since the 1970s (Suárez-Pellicioni et al., 2016). This rejection is global. Moreover, mathematics can be described as operating as a selective filter in academic, professional and even social life.

The ideas examined in this chapter essentially arise from work carried out over the course of several years in the field of mathematics with primary, compulsory secondary and optional secondary education. Work has also been done with students in compensatory education programs (students who have experienced academic difficulties in general and difficulties with mathematics in particular) and in educational reinforcement programmes involving students who have failed mathematics courses. As a result, the authors intend not to focus on a single stage of education but rather to reflect on certain transversal elements, with a view to helping to enhance and facilitate teaching.

To conclude this introductory section, it is worth noting that multiple factors will affect mathematics learning. One of these is the false myth that there is a ‘gift for maths’. The belief that one needs a special talent to understand mathematics can significantly restrict the likelihood of some students being able to learn. It is hence important to understand how myths arise, are maintained and even develop over time in order to reflect on and introduce changes to teaching practices. With this in mind, we have included a brief historical review to observe how some elements may have contributed to shaping the existence of this concept of a gift for maths. We have also analysed some consequences of this myth during the process of teaching and learning mathematics. Additionally, in an attempt to banish this myth from our classrooms and improve the approach to teaching mathematics, we have addressed certain pedagogical aspects, including: prioritising process, investigation and experimentation over results; helping with the acquisition, understanding and use of mathematical language; emphasising cooperative work; and treating errors as symptoms of experimentation and learning. We hope that you enjoy reading this chapter.