By David Bornstein
Is it possible to eliminate the bell curve in math class?
Imagine if someone at a dinner party casually announced, “I’m illiterate.” It would never happen, of course; the shame would be too great. But it’s not unusual to hear a successful adult say, “I can’t do math.” That’s because we think of math ability as something we’re born with, as if there’s a “math gene” that you either inherit or you don’t.
School experiences appear to bear this out. In every math class I’ve taken, there have been slow kids, average kids and whiz kids. It never occurred to me that this hierarchy might be avoidable. No doubt, math comes more easily to some people than to others. But the question is: Can we improve the methods we use to teach math in schools — so that everyone develops proficiency?