Ever feel like some people are just wired for math? Like it comes naturally to them, while others just struggle? Well, in today’s deep dive, I’m going to challenge that idea. We’ll explore John Mighton’s book, The Myth of Ability, and dive into how confidence and motivation play a huge role in learning math.
John Mighton, a mathematician now, actually struggled with math as a child. That experience led him to create the JUMP Math program, designed to help unlock anyone’s potential in math. In this episode, I’ll explore his methods and see how he builds confidence and motivation in learners. Are you ready to uncover the hidden math skills you never knew you had? Let’s get started.
Mighton argues that our education system often unintentionally reinforces the idea that only certain people are “math people.” It’s almost like a self-fulfilling prophecy. Think about it: if you’re constantly told you’re not a math person, why would you even try? You might avoid math altogether and miss out on so many opportunities. But Mighton doesn’t buy into that idea. He uses the example of Lisa, a student who couldn’t even count by twos in grade six. After working with JUMP Math, she ended up excelling in advanced math classes.
That’s incredible, isn’t it? It highlights the power of the right approach. What’s interesting is that Mighton doesn’t rely on a miracle cure. He focuses on breaking down complex concepts into smaller, manageable steps, creating consistent opportunities for success. It’s all about those little wins. Each small win builds confidence, which fuels motivation and leads to more success. It’s a positive feedback loop.
Mighton observed significant improvements in his students’ concentration, memory, and numerical ability. It makes you think: confidence and motivation can unlock potential that traditional methods often miss entirely. He’s a big advocate for a step-by-step method of instruction. For example, in his “actions unit,” students master simpler operations before moving on to more complex ones. This aligns with what we know about how the brain learns. When we experience wins, our brains release dopamine, which is associated with pleasure and motivation. Essentially, we’re wiring our brains for more success.
It’s fascinating to think that this approach could apply to learning anything, not just math. Building confidence and motivation through small wins, creating a supportive environment—these principles apply to any learning journey. It’s not about inherent ability but about creating the right conditions for success.
Mighton encourages teachers to view students’ struggles not as a lack of ability but as a signal to adjust their teaching approach. It’s about finding the key that unlocks understanding for each student. He’s observed that breakthroughs often follow periods of apparent stagnation, something he calls “nonlinear leaps.” Learning isn’t always a straight line upward. There will be plateaus and setbacks, but those are part of the process.
Reframing our perspective on failure is so important. It’s about creating an environment where students feel safe to make mistakes and learn from them rather than feeling defeated. Mighton emphasizes the importance of using encouraging language and highlighting effort and progress rather than focusing solely on right and wrong answers. This shift creates a classroom culture where students feel safe to take risks and make mistakes. He calls it a “culture of risk-taking.”
In this type of environment, students are more likely to ask questions, try different approaches, and ultimately deepen their understanding. Mighton found that when students felt safe to be wrong, they were more engaged and persistent in their learning. The focus shifts from being right all the time to valuing the process of learning and understanding. That shift can make all the difference in a student’s confidence and motivation.
He also highlights the importance of regular feedback that focuses on effort and progress, not just grades. Instead of saying, “You got a C on this test,” it’s more effective to say, “You’ve really improved in this area, and I can see how much effort you’re putting in.” This type of feedback helps students recognize their own growth and encourages them to keep striving. It reinforces the idea that learning is a journey, not a destination. It’s about celebrating small wins along the way.
Mighton suggests that teachers create opportunities for students to experience success early on in a new concept. This builds their confidence and sets them up for success with more difficult problems later. Success breeds more success, creating a positive cycle of learning. He also emphasizes making math relevant to students’ lives. Connecting mathematical concepts to real-world examples and applications makes math more engaging and interesting.
Think about it: when students see how math applies to their lives, it sparks curiosity. From calculating discounts at the store to understanding data in the news, math becomes a tool for understanding the world. That sense of relevance can make all the difference in keeping students motivated to learn.
Another key strategy Mighton uses is setting high expectations for all students. He believes that every student is capable of succeeding in math with the right support. It’s not just about setting the bar high but providing the scaffolding to help them get there. Communicating belief in a student’s potential and giving them the tools and support they need can transform their confidence and motivation.
This approach aligns perfectly with the concept of a growth mindset: the idea that intelligence isn’t fixed but can be developed through effort and learning. Mighton encourages students to embrace challenges, view mistakes as opportunities for learning, and persist in the face of setbacks. His methods create a learning environment where students feel empowered to learn and grow. It’s about shifting the focus from innate ability to the belief that everyone can succeed in math with the right mindset and support.
So, how do we apply these ideas to our own lives? Whether we’re students, parents, or lifelong learners, it’s not just about transforming math education but about transforming our whole approach to learning. Our beliefs about ourselves can either limit or liberate us. If you believe you’re not capable of learning something, you’re less likely to put in the effort and more likely to give up when things get tough. But if you shift your mindset to believe that you can learn and grow, it opens up so many possibilities.
It starts with becoming aware of those limiting beliefs. Notice when thoughts like “I’m not good at this” or “I’ll never understand this” pop up. Then challenge those thoughts. Instead of saying, “I’m not a math person,” try saying, “I’m learning math and getting better every day.” Focus on the process of learning and growth rather than just the outcome.
This applies not just to math but to anything we’re trying to learn—a new language, a musical instrument, or a skill at work. Mighton’s work gives us a blueprint for approaching any learning challenge with confidence and motivation. Break things down into smaller steps, celebrate small wins, create a supportive environment, and seek out mentors and resources that can provide guidance.
Learning isn’t just about accumulating knowledge. It’s about expanding our capacity to think, solve problems, and understand the world. It’s about unlocking the potential within us that’s just waiting to be unleashed. No matter where you are in your learning journey, no matter what challenges you’ve faced in the past, you have the power to learn, grow, and achieve amazing things.