0:00:13.709,0:00:18.242
26% on the nation's report card,

0:00:18.338,0:00:21.216
that's the percentage [br]of U.S. 12th graders [br]

0:00:21.216,0:00:24.094
who are proficient in Math.

0:00:24.094,0:00:27.822
In America, we pride ourselves[br]as being an exceptional country.

0:00:28.082,0:00:32.120
But does 26% sound exceptional to you?

0:00:32.577,0:00:37.340
Raise your hand if you think as a country[br]we need to do way better than this.

0:00:38.467,0:00:40.543
I'm with you.

0:00:41.125,0:00:44.366
We all need Math, but why [br]are so many kids confused by it?

0:00:44.668,0:00:48.176
Is it because only 26% of people[br]are hardwired for Math,

0:00:48.176,0:00:51.684
while 74% are not?

0:00:51.684,0:00:55.193
After working with thousands of kids,[br]I can tell you,

0:00:55.193,0:00:57.491
this isn't the case at all.

0:00:57.491,0:00:59.337
Kids don't understand Math

0:00:59.337,0:01:03.303
because we've been teaching it [br]as a dehumanized subject.

0:01:03.303,0:01:07.319
But if we make Math human again,[br]it will start to make sense again.

0:01:07.620,0:01:09.584
You're probably wondering:[br]

0:01:09.584,0:01:12.008
"How was Math ever human[br]in the first place?"

0:01:12.008,0:01:13.513
So, think about it.

0:01:13.523,0:01:15.183
(Laughter)

0:01:15.183,0:01:19.743
Math is a human language, [br]just like English, Spanish or Chinese,

0:01:19.743,0:01:23.187
because it allows people [br]to communicate with each other.

0:01:23.187,0:01:26.631
Even in ancient times, [br]people needed the language of Math

0:01:26.631,0:01:30.036
to conduct trade, to build monuments,

0:01:30.036,0:01:32.856
and to measure the land for farming.

0:01:32.926,0:01:36.390
This idea of Math as a language[br]isn't exactly new.

0:01:36.959,0:01:39.348
A great philosopher once said:

0:01:39.548,0:01:43.712
"The laws of nature are written[br]in the language of mathematics."

0:01:43.776,0:01:47.502
So you see? [br]Even Galileo agrees with me.

0:01:47.523,0:01:48.836
(Laughter)

0:01:48.856,0:01:50.675
But somewhere along the line, [br]

0:01:50.675,0:01:52.681
we've taken this language of math,[br]

0:01:52.681,0:01:54.827
which is about the real world around us,

0:01:54.827,0:01:57.025
and we've abstracted it[br]beyond recognition.

0:01:57.025,0:01:59.360
And that's why kids are confused.

0:01:59.409,0:02:02.361
Let me show you what I mean.

0:02:02.361,0:02:05.593
Read this 3rd grade [br]California Math Standard

0:02:05.593,0:02:08.643
and see if it would make sense [br]to an eight year-old.

0:02:08.643,0:02:13.333
"Understand a fraction 1/b[br]as the quantity formed by 1 part

0:02:13.333,0:02:16.272
when a whole is partitioned[br]into b equal parts."

0:02:16.312,0:02:18.511
Understand the fraction a/b

0:02:18.511,0:02:22.110
as the quantity formed [br]by a parts of size 1/b.

0:02:22.192,0:02:23.536
(Laughter)

0:02:23.536,0:02:26.600
And if you gave this description[br]to an 8 year-old,

0:02:26.600,0:02:30.384
you'd probably get a reaction...[br]like this.

0:02:30.384,0:02:33.674
(Laughter)

0:02:33.674,0:02:37.603
To a Math expert,[br]this standard makes sense,

0:02:38.012,0:02:42.562
But to a kid, it's absolute torture.

0:02:42.562,0:02:45.202
I chose this example[br]specifically because fractions

0:02:45.212,0:02:49.811
are fundational to algebra,[br]trigonometry and even calculus.

0:02:49.811,0:02:53.924
So if kids don't understand fractions[br]in elementary and middle school,

0:02:53.924,0:02:56.864
they have a tough road[br]ahead of them in high-school

0:02:56.864,0:03:03.797
But is there a way to make fractions[br]simple and easy for kids to understand?

0:03:03.797,0:03:05.040
Yes!

0:03:05.040,0:03:09.437
Just remember that Math is a language [br]and use that to your advantage.

0:03:09.767,0:03:13.615
For example, when I teach 5th graders[br]how to add and subtract fractions,

0:03:13.703,0:03:17.012
I start with the apples + apples lesson.

0:03:17.439,0:03:20.983
First I ask, [br]"What's 1 apple plus 1 apple?"

0:03:20.983,0:03:24.387
And kids will often say 2,[br]which is partially correct.

0:03:24.988,0:03:28.136
Have them include the words as well[br]since math is a language.

0:03:28.325,0:03:32.176
So it's not just 2, it's 2 apples.

0:03:32.176,0:03:36.078
Next is 3 pencils plus 2 pencils.

0:03:36.078,0:03:39.116
You all know that pencils + pencils[br]give you pencils,

0:03:39.116,0:03:41.355
so everyone, how many pencils?

0:03:41.355,0:03:43.343
Audience: 5 pencils.

0:03:43.343,0:03:44.873
5 pencils is right.

0:03:44.873,0:03:47.631
And the key is you included the words.

0:03:48.419,0:03:51.056
I tried this lesson[br]with my 5-year-old niece once.

0:03:51.056,0:03:54.143
After she added pencils and pencils, [br]I asked her,

0:03:54.430,0:03:58.438
"What's 4 billion plus 1 billion?"

0:03:58.438,0:04:01.815
And my aunt overheard this [br]and she scolded me and said,

0:04:01.815,0:04:03.938
"Are you crazy? She's in kindergarten!

0:04:03.938,0:04:07.826
How's she supposed to know[br]4 billion plus 1 billion?!"

0:04:07.826,0:04:09.096
(Laughter)

0:04:09.096,0:04:13.359
Undaunted, my niece finishes counting, [br]looks up and says:

0:04:13.359,0:04:14.355
"5 billion?"

0:04:14.355,0:04:18.693
And I said:[br]"That is right, it is 5 billion."

0:04:18.693,0:04:21.181
My aunt just shook her head and laughed

0:04:21.181,0:04:23.355
because she did not expect that[br]from a 5-year-old.

0:04:23.355,0:04:26.253
But all you have to do[br]is take a language approach

0:04:26.253,0:04:29.200
and Math becomes intuitive[br]and easy to understand.

0:04:30.390,0:04:32.427
Then I asked her a question

0:04:32.427,0:04:35.615
that kindergartners [br]are definitely not supposed to know:

0:04:36.198,0:04:39.217
"What's one third plus one third?"

0:04:39.217,0:04:42.358
And immediately she answered:[br]"2 thirds".

0:04:42.358,0:04:46.919
So if you're wondering [br]how could she possibly know that

0:04:46.919,0:04:50.478
when she doesn't know about[br]numerators and denominators yet?

0:04:50.478,0:04:54.147
You see, she wasn't thinking[br]about numerators and denominators.

0:04:54.147,0:04:57.036
She thought of the problem this way.

0:04:57.036,0:05:00.800
And she used 1 apple + 1 apple[br]as her analogy

0:05:00.800,0:05:04.914
to understand 1 third plus 1 third.

0:05:04.914,0:05:07.945
So if even a kidergartner [br]can add fractions,

0:05:07.945,0:05:11.944
you better believe that [br]every 5th grader can do it as well.

0:05:11.944,0:05:18.581
(Applause)

0:05:18.581,0:05:22.696
Just for fun, I asked her [br]a high-school algebra question:

0:05:23.464,0:05:27.128
What's 7 x² plus 2 x²?

0:05:27.128,0:05:30.357
And this little 5-year-old girl [br]correctly answered,

0:05:30.357,0:05:32.268
9 x².

0:05:32.268,0:05:36.743
And she didn't need any exponent rules[br]to figure that out.

0:05:36.743,0:05:40.693
So when people say that we are[br]either hardwired for math or not,

0:05:40.693,0:05:42.309
it's not true.

0:05:42.309,0:05:44.949
Math is a human language,

0:05:44.949,0:05:48.449
so we all have the ability[br]to understand it.

0:05:48.449,0:05:51.521
(Laughter)

0:05:51.521,0:05:54.446
We need to take a language[br]approach to math urgently

0:05:54.446,0:05:58.004
because too many kids are lost[br]and are anxious about math

0:05:58.004,0:06:00.469
and it doesn't have to be that way!

0:06:00.469,0:06:03.904
I worked with an angry,[br]frustrated high-school student once

0:06:03.904,0:06:05.929
who couldn't pass algebra

0:06:05.929,0:06:09.554
because she only knew 44%[br]of her multiplication facts.

0:06:09.554,0:06:12.113
I told her,

0:06:12.113,0:06:16.547
"That's like trying to read[br]and only knowing 44% of the alphabet.

0:06:16.547,0:06:18.461
It's holding you back."

0:06:18.461,0:06:23.517
She couldn't factor or solve equations[br]and she had no confidence in Math.

0:06:23.517,0:06:28.258
As a result, this teenager[br]had no confidence in herself.

0:06:28.258,0:06:31.958
I told her, [br]"We have to start with multiplication

0:06:31.958,0:06:35.490
because once you know all your facts[br]by heart, everything gets easier,

0:06:35.490,0:06:38.503
and it'll be like having a fast pass[br]to every ride of Disneyland."

0:06:38.503,0:06:39.712
(Laughter)

0:06:39.712,0:06:41.125
What do you think?"

0:06:41.175,0:06:43.126
And she said "Ok."

0:06:43.126,0:06:47.708
So she systematically learned[br]her times tables in 4 weeks

0:06:47.708,0:06:52.361
and yes, even multiplication[br]has language embedded in it.

0:06:52.361,0:06:57.299
You'd be surprised how many kids[br]don't realize 7 times 3

0:06:57.299,0:07:01.392
can be spelled out as "seven times" 3, [br]

0:07:01.392,0:07:05.440
which just means 3 seven times,[br]just like this.

0:07:05.440,0:07:08.498
So when kids see it this way,

0:07:08.498,0:07:12.079
they quickly realize [br]that repeated addition[br]

0:07:12.079,0:07:14.960
is slow and inconvenient,

0:07:14.960,0:07:19.842
so they gladly memorize[br]that 3 seven times always gives you 21.

0:07:20.912,0:07:25.097
So for this teenager [br]who was at risk of dropping out,

0:07:25.467,0:07:28.282
becoming fluent[br]and confident in multiplication

0:07:28.282,0:07:30.337
was a game changer.

0:07:30.337,0:07:33.913
Because for the first time[br]she could focus on problem solving

0:07:33.913,0:07:36.612
instead of counting on her fingers.

0:07:36.612,0:07:39.402
I knew she had turned the corner

0:07:39.402,0:07:42.472
when she figured out [br]that a 2-year car lease

0:07:42.472,0:07:47.952
at $445 a month [br]would cost you $10,680

0:07:48.792,0:07:51.112
and she looked at me disapprovingly[br]and said:

0:07:51.171,0:07:54.439
"Mr Polisoc, that's expensive!"

0:07:54.439,0:07:58.047
(Laughter)

0:07:58.047,0:08:02.789
At that moment, math was no longer [br]causing problems for her,

0:08:02.789,0:08:09.189
but she was using math to solve problems [br]as a responsible adult would.

0:08:09.189,0:08:13.996
As an educator, it's my duty[br]to challenge kids to reach higher,

0:08:13.996,0:08:17.954
so I leave you with this challenge.

0:08:17.954,0:08:23.005
Our country is stuck at 26% proficiency,

0:08:23.005,0:08:26.276
and I challenge you[br]to push that number higher.

0:08:26.276,0:08:31.351
This is important because mathematical[br]thinking not only builds young minds,

0:08:31.351,0:08:37.086
but our kids need it to imagine[br]and build a future that doesn't yet exist.

0:08:37.086,0:08:42.959
Meeting this challenge can be[br]as simple as apples + apples.

0:08:42.959,0:08:46.409
Insist that we teach Math[br]as a human language

0:08:46.409,0:08:49.889
and we will get there sooner,[br]rather than later.

0:08:49.889,0:08:50.831
Thank you!

0:08:50.831,0:08:53.241
(Applause)