Showing posts with label Math. Show all posts
Showing posts with label Math. Show all posts

Monday, March 24, 2008

Data Visualization for US Politics

With the end of the primary season coming up this summer, I expect a resurgence of the talk about "red and blue states" that dominated the 2004 election as we approach the direct engagement of the Republican and Democratic parties. This morning, I stumbled on a great site by Michael Gastner, Cosma Shalizi, and Mark Newman from the University of Michigan that uses very nice cartographic representations of the last election results to better visualize the electorate.

Popular publications such as USA today published many maps of this sort showing the winner's party by county.



But this graphical representation fails to take into account either the population density, electoral votes by county, or how close the vote was. If you process the map topology and scale each county to represent electoral votes, and color the vote results as a continuous scale from red to blue with even results represented as a mixed color of purple, the result is much more interesting.



Rather than the stark red/blue divide of the trivial map above, a more representative view of our nation deemphasizes sparsely-populated geographies with little economic impact and highlights those regions driving tomorrow's economy. We also look like a much more homogeneous purple nation in this view.

Interestingly enough, in the economic-political view, the most politically homogeneous regions are the blue counties where economic development is the strongest.

Check out the whole site here.

Sunday, February 17, 2008

New WISE Web Site Launched

Hi all,


We just launched the new web site for the Westminster Institute for Science Education [W.I.S.E.]. Click on the logo below to check it out, including the links to the student and teacher blogs. Comments and suggestions welcome!



Oh yes, and for any of you wealthy philanthropists or corporate titans with a hankering to invest in nationwide science, math, or technology education reform, donations are encouraged! Just email or message me, or post a comment here on "All the Best Bits."

Wednesday, January 09, 2008

Politicians Speaking in Code

Who says encryption is only for mathematicians, geeks, or credit card transactions?

Generally, I am used to politicians dodging questions they are asked while trying to "stay on message" to push their specific agenda. But there seems to be a new trend in political communication of sending "secret" messages to core constituent groups that are very strategically and specifically encoded or worded so as to not put-off others outside of that core group. Otherwise they might otherwise seek alternative candidates if directly confronted with an open message. And I really do mean code, as in encrypted messages that only those who have, or figure out, the appropriate key can understand. My favorite recent example was pointed out to me by Josh Marshal and his blog readers.

One of Mike Huckabee's core campaign messages this season is that he thinks America needs "Vertical Politics" rather than "Horizontal Politics," and a "Vertical Thinker" for its next President. Here are a couple of examples from his speeches and his web site.





Being reasonably well-informed politically, this sort of verbiage didn't even register with me as anything unusual or even noteworthy. It didn't appear to me as anything more than a typical no-content type positioning statement much like "We need change," or "The urgency of now." (More on this last code later).

But it turns out there was a very important message embedded in what sounded, at first blush, to be otherwise meaningless positioning verbiage. I, however, being outside of the core group of intended recipients, did not have the key to decrypt the secret message. If you happen to be an evangelical Christian, or a faithful church-going Baptist, you probably already know what Mr. Huckabee is talking about because you have the key to his secret code. "Vertical Thinking" has become part of the common evangelical vernacular (see here on "Vertical vs. Horizontal Thinking" and here at the "www.verticalthought.org" blog for explanations and the general philosophy).

The real message turns out to be a very clear statement to those "informed" that the US as a whole would be better off with a leader who holds God as the origin of all inspiration, morality, and, well, everything, and uses that to guide his leadership. This is in contrast to "Horizontal Thinking" wherein man figures things out without looking to God; it is this "Horizontal Thinking," according to Huckabee, which has gotten the US into so much trouble.

Now it's certainly true that Mr. Huckabee has been completely open about his history as Baptist minister, and I have to say that in the end, the message is completely consistent with his background. And I have nothing against any candidate who would clearly state a religious political agenda. But I find the wording that was so clearly calculated to pass innocuously beneath the notice of the unaligned moderates while still reassuring the faithful to be both a stroke of genius and rather insidious at the same time. It demonstrates a realization that if his agenda were completely out in the open, and the candidate were forced to speak clearly and openly without obfuscating their position in order to placate a conflicted constituency (i.e. the evangelical vs. fiscal republican bases) they could not actually garner winning support.

In all fairness, Huckabe isn't the only politician speaking in code. Sean over at Cosmic Variance pointed out Obama's "Urgency of Now" type code words taken straight from the civil rights movement.

My personal preference would be to support a candidate who is completely open in his communication, without depending on codes or secret messages decipherable only be specific constituent groups. I want to understand what other constituencies I might be supporting inadvertently by supporting someone like Huckabee, and where their agendas differ from my own.

I would also prefer that a candidate support such "horizontally" conceived issues such as stem cell research, family planning strategies based on real historical performance data and research, support for abatement of climate change. Lately, I have begun to contrast candidates who look backwards through tradition and religious adherence, and favor candidates who will openly accept the world as it is based on open scientific inquiry and look forward to how things might be. Is there such a visionary candidate?

Well anyway, I have a couple new code keys now, and so do you. What other sorts of secret political codes can we winkle out? How would you construct a clever political code?

Friday, May 25, 2007

A Mathematical Mazda

Check out the model number on this bad boy.




Yes, it's Pi to 27 digits. From techEblog.

Sunday, December 17, 2006

Aphabetical Bias ,or What's In a Surname?

Judging by a recent paper from the Journal of Economic Perspectives, it would appear that I stand in good stead if I ever want a job in economics accedemia, and I have my father to thank for it.

And no, it's not just because he was such a great dad and taught me how to fend for myself and all. Not that he didn't help set me on numerous paths of opportunity. He did indeed. But one step would appear to have accrued simply from sticking with the country's naming tradition.

A paper entitled "What's in a Surname? The Effect of Surname Initials on Academic Success" by Liran Einav and Leeat Yariv (of Stanford and Caltech)showed some rather comprehensive data that showed measurable advantage to those with names starting with letters earlier in the Alphabet.

The more elite the selection criteria, the more the bias was evident. Check out the paper.

In retrospect, I can remember that just through the happenstance of my last name, I usually ended up first in or second in line whenever a class was organized, and got to start projects earlier than most. Maybe that sort of things add up. So all you teachers out there, start switching up and be sure to sort from the back of the alphabet half the time, or else suffer the risks and liabilities of unintended alphabetic discrimination.

Sunday, December 03, 2006

Star Wars Origami

One of my favorite technical books from a couple of years ago was this textbook by Robert Lang on the mathematics and symmetry properties of paper and origami.

http://gallery.origami.free.fr/Auteurs/US-GB/lang/photos/Secret%20design/cover.jpg

But there was just that something that was missing. The models were so..., well..., so traditionally Asian that I had trouble connecting with them culturally. NOW, however, there is hope, for the Force is with us all. Phillip West has folded a set of Star Wars Origami models. Enjoy.










Thursday, October 26, 2006

Diet For Energy Independence

In a paper scheduled to appear in the Engineering Economist, Laura McLay and Sheldon Jacobsen have determined that growing obesity across the US is imposing even more of an economic impact than the often-reported health care costs of treating its side effects such as type 2 Diabetes.

It should come as no surprise to anyone with any Physics background at all that it takes more energy to move more mass around.
"The obesity rate among U.S. adults doubled from 1987 to 2003, from about 15% to more than 30%. Also, the average weight for American men was 191 pounds in 2002 and 164 pounds for women, about 25 pounds heavier than in 1960, government figures show."
Using those weight figured combined with statistics on 2003 driving habits, it is pretty straightforward to conclude that about 39 million gallons of additional fuel are used each year for every pound of average weight increase across the US.

So relative to our svelte 1960 profiles, at a gas price of $3.00 per gallon the US is consuming around an extra $3 billion of oil for automotive fuel a year simply because we are getting fatter. And then there's the issue of airline fuel costs as well, an effect already reported by the CDC.

So if we could just manage to curb our waistlines, we can decrease our dependence on foreign oil. Maybe we could even manage it by driving less and walking more. What a virtuous cycle that would be.


The Economic Value of Education

A government report based on data from the Census Bureau has determined that a bachelor's degree is worth about $23,000 a year, with college graduates earning and average of $51,554 in 2004 compared with $28,645 for those with only a high school diploma. If you carry that yearly salary difference through retirement age, you end up with a total difference of about $1.2M.

High School dropouts earned an average of $19,169 a year, and those with advanced college degrees earned an average of $78,093.

So high school is worth about $502,000

College is worth an incremental $1.2M

Graduate school is worth another $1.4M

It seems like a no-brainer to me, specially when you consider some of my buddies who have turned what they learned into economic engines worth billions of dollars as an up-side. Of course there is a down side, but according to the large-scale statistics, even Joe-average is best served staying in school a little longer.

Tuesday, October 24, 2006

Where There's Math, There's Fire

I'm always on the lookout for a good screensaver. And mathematically-defined flames just seem too good to pass up. These tasty little bits of eye candy are based on the work of Michael Barnsley from Georgia Tech (One of my freshman calculus instructors, incidentally) who invented Iteratted Function System fractals, which were used by Scott Draves in 1992 to make artificial flames. These examples were made by rajah, and you can see many more examples and animations here and here.









Now you can go and make your own artificial flames with a freeware application called Apophysis that runs on the Windows operating system. Donwload it here. If you'd just like to check out some animations and images, look here.

Saturday, October 07, 2006

Caught Lying With Statistics

Mea Culpa. They suckered me, and I fell for it. I should know better, really, than to just take an Atlantic Monthly chart and post it just because it happens to support my fervent belief that America's schools need radical improvements in science and math education. A hat tip to Chad over at Uncertain Principles who tipped me off to the (now) obvious.

Some of you may remember the chart on relative test score performance of eighth grade science students from different countries (reposted here for your review.)




Looks pretty dismal, huh? Well, take a look at this re-plotted version of the test score chart from Chad's blog, which has been normalized on a scale of zero to one, as many physicists prefer. (Note that the original test score chart only ranged from 500 to 600.)

med_TIMMS.jpg

Okay, that doesn't look so bad. Now which should we believe? Is there evidence here for an international crisis in American science education?

This time, I actually did go all the way back to the original source, "Highlights From the Trends in International Mathematics and Science Study 2003." Surprisingly enough, despite all of the media teeth-gnashing, there was nothing in the report that actually defined how significant or relevant the differencesvbetween the test scores might be. The Atlantic chart accentuated the differences, and Chad's normalized chart de-emphasised the differences.

More investigation is in order. I'm going all the way back to the original reports to see what I might find out. Stay tuned...

Thursday, October 05, 2006

We Think We Can, But Sadly ...

George Bernard Shaw once said, "One man who has a mind and knows it can always beat ten men who haven't and don't."

If he is right, we're in trouble. According to a report from the Asia Society on"Math and Science Education in a Global Age: What the US Can Learn From China," While we can certainly talk the talk, let's just say we're not really walking the walk.



Article and photo credit goes to the Atlantic.

Interesting lessons abound surrounding humility and achievement, as well as a pretty strong message that we are deceiving ourselves as to how competitive we are. Sound like a recipe for disaster to me.

Friday, September 29, 2006

Sports As Education

Many people, myself included, consider sports to offer invaluable lessons in discipline, commitment, delayed gratification, and teamwork. "A Healthy body breeds a healthy mind."

But apparently, whether the sport makes the individual or the already-defined individual picks the sport, the following table shows some interesting correlations.

Division I Graduation Rates for Entering Classes of 1996-99, by Sport

Men’s Sports

GSRp>

Federal Rate

Baseball

65%

46%

Basketball

59

45

Cross Country/Track

74

60

Fencing

87

68

Football

65

55

Golf

78

61

Gymnastics

86

73

Ice Hockey

84

73

Lacrosse

88

76

Rifle

74

62

Skiing

89

74

Soccer

78

58

Swimming

81

68

Tennis

82

63

Volleyball

76

63

Water Polo

85

71

Wrestling

69

53


(Note that GSR is an adjusted rate which corrects for transfers)

With a proper disclaimer to differentiating between correlation and causality:

JUST IN CASE THERE MIGHT BE A CAUSAL RELATIONSHIP: Unless you are completely convinced you are the next NFL superstar in the making, if you want to graduate from college you should probably steer clear of Baseball or Football. Invest that time in your studies instead!

Now Even The Teenage World is Flat

Having trouble in your math class? Physics problem sets getting you down? Behind on that term paper?

Just do what most American companies are doing these days. Outsource your Homework.

For $2.50 an hour (or $100 per month for unlimited hours) you can receive live, personal, online tutoring from a trained educator holding at least a Master's degree in your field of study through TutorVista of Bangalor India. This obviously spells trouble for the American companies struggling to demand rates of over $40 an hour.

"We've changed the paradigm of tutoring," said Krishnan Ganesh, founder and chairman of TutorVista, which offers subjects ranging from grammar to geometry for children as young as 6 years old to adults in college.

"It's not that the U.S. education system is not good. It's just that it's impossible to give personalized education at an affordable cost unless you use technology, unless you use the Internet and unless you can use lower-cost job centers like India," he said over a crackly Internet-phone line from Bangalore. "We can deliver that."

Many of the tutors have masters degrees in their subjects, said Ganesh. On average, they have taught for 10 years. Each undergoes 60 hours of training, including lessons on how to speak in a U.S. accent and how to decipher American slang.

"It's made the biggest difference. My daughter is literally at the top of every single one of her classes and she has never done that before," said Robison, a single mother from Modesto.

"I like to tell people I did private tutoring every day for the cost of a fast-food meal or a Starbucks' coffee," Robison said. "We did our own form of summer school all summer."

What does it say about our country that India can do a better job educating American kids than we can, and for one 1/15th the cost to boot?

And I bet that even with kids benefiting from international economics, the Teachers' Unions will complain within the year because money that could be going into their failing system is heading offshore.

More on this topic here.

Friday, September 22, 2006

Putting His Money Where His Math Is

Check out this story on Seed about billionaire ex-mathematician Jim Simmons who has committed $50 million to improving math education across the US.

Innumerate Americans

Jo Anne over at Cosmic Variance just posted a truly sad statement on our country's reputation, even within itself.

from her post:

I arrived in the San Francisco airport on Monday night, passed passport control, picked up my luggage, and went to hand in my customs form, which is the last step in the arrivals process. The customs agent stopped me dead in my tracks. He first asked, “Are you an American.” Obviously I answered “yes” straight-away. Then he asked, “OK, then, what is the square root of 98?”

So, after I gave my intelligent answer of “HUH,” the guy burst out laughing and said, “Yes, of course you’re an American. You don’t know anything!”

I wonder what would have happened if I had been awake. My normal, instantaneous response would have been “7 times the square root of 2”. I wonder if I would have been arrested if I said that….

Wednesday, September 20, 2006

Gang Economics

The TED blog has posted a great video of Steven Levitt's talk on the economics of drug dealers. Levitt is the author of the NYT best seller Freakonomics, which I highly recommend.

Steven Levitt

Wednesday, September 13, 2006

Eight Americas Details

Many of you probably caught the story posted in USA Today about life-expectancy variations across the US. But in my effort to bring science closer to the common man, I would like to recommend everyone check out the actual research paper online. You can find "Eight Americas: Investigating Mortality Disparities across Races, Counties, and Race-Counties in the United States" by Christopher J. L. Murray1,2,3, Sandeep C. Kulkarni2,4, Catherine Michaud2,3, Niels Tomijima3, Maria T. Bulzacchelli3, Terrell J. Iandiorio3, Majid Ezzati1,2* on the Public Library of Science web site.

There are some very interesting details that never made it into the more distributed articles.


journal-pmed-0030260-g001
This graphic depicts County life expectancies by Race and Sex.
A) Life expectancy at birth for black males and females. Only counties with more than five deaths for any 5-y age group (0–85) were mapped, to avoid unstable results.

(B) Life expectancy at birth for white males and females.

Just the distribution of Blacks in America is interesting alone, not to mention the life expectancy variations. This next graph shows the results of a clustering analysis that was able to detect 8 broad clusters of citizenry that displayed common health statistics.



journal-pmed-0030260-g002


Here is how Life expectancy by sex has evolved.


journal-pmed-0030260-g003

Quite an interesting disparity emerges. Then the authors go on to explain the ten leading risk factors,

journal-pmed-0030260-g007


Most of which are controllable. And when you factor in the effect of violence and health care coverage....the picture becomes much clearer.


journal-pmed-0030260-g005

Probability of Death between the Ages of 15 and 59 y in the Eight Americas


(A) Probability of death between the ages of 15 and 59 y in the eight Americas from all causes.

(B) Probability of death between the ages of 15 and 59 y in the eight Americas after deleting deaths from homicide and HIV.


journal-pmed-0030260-g006

Health Care Coverage


Most of the major issues highlighted in the study are under our control, if we can just apply some collective action and education.

Tuesday, September 12, 2006

Intelligent Design "Math" and Winning the Lottery

One of the principle arguments that the Intelligent Design advocacy offers in their refutation of the theory of Evolution, is that life is so "irreducibly complex" that the likelihood of its having evolved to its present state is so vanishingly small that we must have been explicitly designed by some more complex outside entity. The group tends, on a regular basis, to trot out "Math" in order to support their claims.

The ID "Math" argument goes something like this: In order for life to have evolved, a very long series of mutations must have occurred over a very long period of time, and each individual mutation has a very low probability of occurring. When you look at the entire chain of necessary fortuitous events (multiply each of the tiny probabilities together) the resulting likelihood is, as John Paulos has said "so minuscule and wildly improbably as to be essentially impossible." Therefore, some other larger intelligent power must be at work explicitly guiding the process.

It sounds rational to the layman, and it even supposedly has math to back it up and lend credibility.


But consider the following. Last week, Valerie Wilson of Long Island, NY won the "$1M" jackpot*(see below for a discussion on payout deceptions) in the state's "Cool Million Scratch-off game. And she beat the long odds of 1 in 705,600 to do it. But what really made the event interesting was that 4 years ago, lucky Valerie had won "$1M" after beating even steeper odds of around 1 in 5.2 million.

The press made the obvious calculation that overall, Valerie's chances of winning both games was an incredibly slim one chance in over 3.5 quadrillion, or 1:3,669,120,000,000. These chances are so small that they defy rational comparison. Someone would be about a billion times MORE likely to be struck by a meteorite.

But according to ID "Math" reckoning, something so wildly improbable should never have happened, as it was effectively impossible. And yet it did happen. Obviously, there must be a mistake in the ID calculations, but where is it?

It turns out that there are (at least) three key shortcomings in the ID Math proposition. The first is a subtle, but very important distinction that the ID crowd fails to make when modeling the likelihood of life's evolution, and it is exactly the same mistake the press tends to make when they highlight stupendously lucky events such as those around Valerie Wilson's gambling odds. They confused the likelihood of one specific outcome amongst many possible histories with the likelihood that any single outcome will emerge from the entire process, and apply the former to discredit the latter. Obviously in Valerie's case, there was a lottery, and somebody had to win. And while her chances of winning twice were low, she was part of the process that really did exist, and someone did, in fact, win.

In order to consider the probabilities with respect to the entire process, you need to start asking questions like:

"How many lottery games are held each year?"

"How many tickets, on average, are sold over the course of each lottery?"

"How many tickets does the average lottery player buy over a four year period?"

"Instead of looking at Valerie's chances alone, what are the chances that anyone might have won two lottery tickets over a four year period?"

When you dig into the actual math describing the entire process instead of one incorrectly singled-out and poorly-defined example, the numbers become much more reasonable and believable. More than 125 million American adults spend $45 billion annually on some 35,000 lottery games across 40 states. With 35,000 winning events randomly spread across 125 million gamblers, it turns out that the likelihood of having a single person win more than once is actually rather high. There is actually more than a 90% chance that someone will win twice after only 10,000 lotteries. So over the course of four years as 140,00 lotteries are held, you would actually expect more than 10 people to win twice. And indeed if you google lottery+win+twice you get many more hits than the press would otherwise believe. (As an aside, don't let the higher-than expected odds of winning deceive you. While you can win, you are highly unlikely to make money doing it.)

The identical realization applies to evolution and Intelligent design. There is clearly a process. Life has clearly evolved, and given the myriad species that have evolved over the millennia, there are clearly MANY paths that end up with something alive and wriggling.



Secondly, there is the issue that the method of multiplying the likelihood of each step in millions of years (generations) of mutation to obtain an overall probability would only be correct if each mutation were an independent event. But each evolutionary step is a small incremental change that begins with, and depends on the steps that have gone before. So the actually likelihood of any single mutation emerging at each step is rather high.



Finally, the usage of simple probabilities for each of the steps and multiplying them together would only be correct if the changes and mutations are completely random at each and every step. But one of the fundamental precepts of evolution is that the environment, through the process called natural selection, culls the population that survives to breed, and biases future generations towards those traits that aid survival to breeding age. When one step depends on the other, the use of conditional probabilities become necessary which are much more complex.

So in summary, ID "math" fails in that it incorrectly ascribes a single outcome probability to an entire process, it incorrectly assumes that each evolutionary step is independent, and it incorrectly assumes that the process is completely random.

As Pauli once said, "It doesn't even rise up to being wrong." It just doesn't even apply.

And besides, where would we be today if the ID doctrine of "a designer did it" was where we stopped instead of continuing to work on all the science and technology that underpins our society? Where will we be tomorrow, given this mind-boggling national resurgence of anti-science claptrap?




* It should also be noted here that the million dollar jackpot claim in the games is very deceptive, and is a further exploitation of people's innumeracy The actual payout for the "million dollar win" is actually paid in $50,000 installments over 20 years. But that doesn't take into account the time-value of money and the appreciation due to interest. Nor does it account for inflation and the decreasing purchasing power of today's dollars as prices rise. Ultimately, the state only needs to invest a little over $450,000 in a vehicle accruing 4% annual interest to make the $1M total payment over 20 years (i.e. they only pay out less than half of the take!). But people have to pay the full ticket amount up-front. But in the rules disclosures on the tickets, they tend to highlight the odds and payouts as if it was a one-to-one comparison, but really it's a giant kiting scheme which is somehow illegal when applied to bank profits and check management, but okay when the state is making the money. Okay, enough anti-gambling rant for one article.

Friday, September 01, 2006

Time is Money

David Coulter, a Harvard economist, has examined mortality and healthcare statistics to determine that there have been significant extensions to life-expectancy over the past forty years, but that the healthcare costs to support longer life spans are growing even faster.

In his paper due to be published tomorrow in the New England Journal of Medicine, Coulter reports that someone who reaches the age of 65 can expect to spend an average of $158,549 on healthcare over their lifetime. But this investment has increased a whopping 13.8 times (when adjusted for inflation) since 1960 when the costs would have amounted to $11,495. What does it buy the hopeful 65 year-old? Less than four more years. Today's new retiree can now expect to live another 18 year instead of 14.4 years on average.

And while it might seem callus to discuss diminishing returns when thinking about life extension, there will clearly come a point when the additional spending for extreme measures will not significantly improve a patient's quality of life or material extend life expectancy despite the investment. Tough decisions abound.

The study also points out that part of the driver for these cost increases might be that hospitals and insurance agencies have the wrong incentives. They are paid for their efforts and not for their results. So there is a strong incentive to perform a myriad of tests and expensive treatments of dubious benefit.

After running a couple of high-tech companies, I have come to appreciate that the alignment of incentives is THE most important tool to ensure proper results. I suspect rather broad changes would ensue if we could amend Medicare to compensate the healthcare industry based on how the patient does and how long they live, rather than on how much money they spend dancing around the patients.

Preventive medicine and lower cost treatments that demonstrate material benefits would abound, and more people could die peacefully in their homes surrounded by family when extreme intensive measures in hospitals would only provide limited benefits. And our economy would likely benefit as well.

Thursday, August 31, 2006

Help Fight Math Anxiety

I was browsing an interesting post on Jennifer's Cocktail Party Physics blog the other day when I stumbled on a mini flame-war about a topic dear to my heart. The original post was about a call from www.feministpress.org for book proposals to help inspire women in science.

The flamers were arguing about whether something that is hard and potentially frustrating can be fun in the context science education, and whether it was the off-putting general difficulty of science that was the problem. I couldn't resist, so I donned my asbestos boxers and joined the fray.

Ultimately, I felt the argument was about whether people can be taught to find satisfaction in accomplishing something difficult. Here is my post, reproduced here:

One of the biggest barriers I have had to surmount across my years in academia as both science student and teacher is frustration. One of the biggest and most important frustrations has been that of failing to immediately comprehend something.

Different people respond differently to frustration. Some give up and try something else that is perhaps a little less challenging. Others, who are more comfortable remaining in that frustrating state of not-quite-understanding might persist and continue to work on their problem at hand. I am completely convinced that “Math Anxiety” is simply an inability to withstand the frustration of NOT KNOWING something long enough to actually learn it. (Note that this can be either willful or subconscious, but I have had great success in surmounting this particular claim.).

For some, the prospect of that anticipated spark of inspiration or delight that comes from persevering to the point of enlightenment drives them through the uncomfortable uncertainty period. Over time, students learn to be more comfortable and less bothered by NOT KNOWING, and can progress through harder and longer problems as their tolerance and comfort increase. Ultimately, people can learn to anticipate the challenge and revel in the idea that if they can just concentrate long enough, they are sure to eventually learn something and eventually delight in the whole process start-to-finish.

I happen to believe this is NOT an innate ability. It is a learned skill. If there is no properly self-aware teacher available to guide and settle the student through the early frustrations, and the educational environment fails to foster the mental discipline or world-view of intellectual reward through calm persistence, we end up with people who equate “hard” with suffering, who give up on ever achieving profound and potentially life-changing realizations, and who will never know the real joy of figuring out complex and interesting things.

Our schools need more teachers who understand this sort of thing.


So help fight math anxiety. Help people relax and enjoy not knowing. Help people accomplish ever-more-difficult goals.

Anyone else out there have a good story about overcoming math anxiety?