Why thinking matters more than speed in Maths
The article argues that the emphasis on speed in mathematics classrooms is counterproductive and misrepresents the nature of mathematical intelligence. It suggests that deep conceptual understanding often requires time for reflection and internal processing, which is frequently discouraged by a focus on finishing tasks quickly.
Why it matters
Reevaluating how we teach and assess math can foster better learning outcomes and reduce anxiety for students who prioritize accuracy over speed.
“Who has finished?” may be one of the most misleading questions we ask in a Maths classroom. A teacher gives students a question to solve. Within a few seconds, a few hands go up. Some may continue working on the problem. A few are still staring at the question, perhaps drawing something, trying a different approach or simply thinking. Those who finish first often attract a attention. “Very good”, “excellent”, or “you are quick at Maths”. Nobody says it aloud, but the message can be easily understood as finishing first is a sign of being good at Maths.
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