http://opinionator.blogs.nytimes.com/2011/04/21/teaching-math-advanced-discussion/
It might be a result of the goals of the college, and how we reinforce and choose certain qualities in our faculty, but I know that all of my colleagues and I feel the same way as Dr. Mighton. Everyone is capable of learning math, and more often than not it is perseverance and drive that get you there, not raw ability.
I’m always quick to tell my students that I was not a great student. I was smart and I knew it; I knew how much effort I needed to put in to make A’s and B’s: not a lot. The problem came, however, when I got to graduate school without ever having learned how to study. Everyone hits their metaphorical wall when studying math, and I firmly believe that if it comes earlier (and you have someone there to help you through it) you will go farther and stand a better chance of success than someone with a lot of raw talent and no dedication.
By teaching (many students whose experiences with mathematics were less than favorable) for a number of years I was able to figure out what it would take for them to succeed. Then I applied these revelations to myself; first in retrospect and then as a goal when I returned to a PhD program. And they worked. I validated my advice by living it, and I realized that as nice as talent is, you have to have the will to keep moving forward in the face of confusion and setbacks.
The article is good, but it is not news to me or, I think, would it be news to the many men and women at Northern Virginia Community College who teach math.
I also agree with the article’s claim that anyone can learn and become better at sometime, which is something I also stress to my students–many of whom see themselves as just not haveing any talent for writing. Just like math or almost anything else, the only way to get good at writing is through conscious practice and effort. The myth of people being born with talent discourages too many young people from pursuing their interests or encourages them to give up too quickly when something seems hard.