[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:11.44,0:00:12.42,Default,,0000,0000,0000,,Hello.
Dialogue: 0,0:00:12.42,0:00:17.87,Default,,0000,0000,0000,,So I'm here to tell you that what you\Nhave believed about your own potential
Dialogue: 0,0:00:17.87,0:00:22.20,Default,,0000,0000,0000,,has changed what you have learned,\Nand continues to do that,
Dialogue: 0,0:00:22.20,0:00:26.58,Default,,0000,0000,0000,,continues to change your learning,\Nand your experiences.
Dialogue: 0,0:00:27.02,0:00:29.77,Default,,0000,0000,0000,,So, how many people here --\Nlet's get a show of hands --
Dialogue: 0,0:00:29.77,0:00:33.46,Default,,0000,0000,0000,,have ever been given the idea\Nthat they're not a math person,
Dialogue: 0,0:00:33.46,0:00:35.88,Default,,0000,0000,0000,,or that they can't go onto\Nthe next level of math,
Dialogue: 0,0:00:35.88,0:00:37.61,Default,,0000,0000,0000,,they haven't got the brains for it?
Dialogue: 0,0:00:37.61,0:00:39.25,Default,,0000,0000,0000,,Let's see a show of hands.
Dialogue: 0,0:00:40.05,0:00:41.29,Default,,0000,0000,0000,,So, quite a few of us.
Dialogue: 0,0:00:41.74,0:00:46.32,Default,,0000,0000,0000,,And I'm here to tell you\Nthat idea is completely wrong,
Dialogue: 0,0:00:46.32,0:00:48.18,Default,,0000,0000,0000,,it is disproven by the brain science.
Dialogue: 0,0:00:48.18,0:00:52.24,Default,,0000,0000,0000,,But it is fueled by a single myth\Nthat's out there in our society
Dialogue: 0,0:00:52.24,0:00:54.82,Default,,0000,0000,0000,,that's very strong and very dangerous.
Dialogue: 0,0:00:54.82,0:00:58.43,Default,,0000,0000,0000,,And the myth is that there's\Nsuch a thing as a math brain,
Dialogue: 0,0:00:58.43,0:01:00.72,Default,,0000,0000,0000,,that you're born with one, or you're not.
Dialogue: 0,0:01:00.72,0:01:03.03,Default,,0000,0000,0000,,We don't believe this\Nabout other subjects.
Dialogue: 0,0:01:03.03,0:01:07.34,Default,,0000,0000,0000,,We don't think we're born\Nwith a history brain, or a physics brain.
Dialogue: 0,0:01:07.34,0:01:08.91,Default,,0000,0000,0000,,We think you have to learn those.
Dialogue: 0,0:01:08.91,0:01:11.67,Default,,0000,0000,0000,,But with math, people,\Nstudents believe it,
Dialogue: 0,0:01:11.67,0:01:14.15,Default,,0000,0000,0000,,teachers believe it, parents believe it.
Dialogue: 0,0:01:14.15,0:01:17.17,Default,,0000,0000,0000,,And until we change that single myth
Dialogue: 0,0:01:17.17,0:01:21.17,Default,,0000,0000,0000,,we will continue to have widespread\Nunderachievement in this country.
Dialogue: 0,0:01:21.17,0:01:24.64,Default,,0000,0000,0000,,Carol Dweck's research\Non mindset has shown us
Dialogue: 0,0:01:24.64,0:01:27.54,Default,,0000,0000,0000,,that if you believe\Nin your unlimited potential
Dialogue: 0,0:01:27.54,0:01:31.41,Default,,0000,0000,0000,,you will achieve at higher levels\Nin maths, and in life.
Dialogue: 0,0:01:31.41,0:01:35.46,Default,,0000,0000,0000,,And an incredible study on mistakes\Nshow this very strongly.
Dialogue: 0,0:01:35.46,0:01:39.89,Default,,0000,0000,0000,,So Jason Moser and his colleagues\Nactually found from MRI scans
Dialogue: 0,0:01:39.89,0:01:43.45,Default,,0000,0000,0000,,that your brain grows\Nwhen you make a mistake in maths.
Dialogue: 0,0:01:43.45,0:01:44.96,Default,,0000,0000,0000,,Fantastic.
Dialogue: 0,0:01:44.96,0:01:47.90,Default,,0000,0000,0000,,When you make a mistake,\Nsynapses fire in the brain.
Dialogue: 0,0:01:47.90,0:01:49.63,Default,,0000,0000,0000,,And in fact in their MRI scans
Dialogue: 0,0:01:49.63,0:01:52.75,Default,,0000,0000,0000,,they found that when people\Nmade a mistake synapses fired.
Dialogue: 0,0:01:52.75,0:01:56.28,Default,,0000,0000,0000,,When they got work correct\Nless synapses fired.
Dialogue: 0,0:01:56.28,0:01:59.08,Default,,0000,0000,0000,,So making mistakes is really good.
Dialogue: 0,0:01:59.08,0:02:00.89,Default,,0000,0000,0000,,And we want students to know this.
Dialogue: 0,0:02:00.89,0:02:03.79,Default,,0000,0000,0000,,But they found something else\Nthat was pretty incredible.
Dialogue: 0,0:02:03.79,0:02:08.54,Default,,0000,0000,0000,,This image shows you\Nthe voltage maps of people's brains.
Dialogue: 0,0:02:08.54,0:02:12.59,Default,,0000,0000,0000,,And what you can see here\Nis that people with a growth mindset,
Dialogue: 0,0:02:12.59,0:02:14.90,Default,,0000,0000,0000,,who believe that they had\Nunlimited potential,
Dialogue: 0,0:02:14.90,0:02:16.33,Default,,0000,0000,0000,,they could learn anything,
Dialogue: 0,0:02:16.33,0:02:19.75,Default,,0000,0000,0000,,when they made a stake,\Ntheir brains grew more
Dialogue: 0,0:02:19.75,0:02:23.08,Default,,0000,0000,0000,,than the people who didn't believe\Nthat they could learn anything.
Dialogue: 0,0:02:23.94,0:02:28.75,Default,,0000,0000,0000,,So this shows us something that brain\Nscientists have known for a long time:
Dialogue: 0,0:02:28.75,0:02:31.37,Default,,0000,0000,0000,,That our cognition, and what we learn
Dialogue: 0,0:02:31.37,0:02:34.56,Default,,0000,0000,0000,,is linked to our beliefs,\Nand to our feelings.
Dialogue: 0,0:02:35.41,0:02:39.23,Default,,0000,0000,0000,,And this is important for all of us\Nnot just kids in math classrooms.
Dialogue: 0,0:02:39.23,0:02:42.99,Default,,0000,0000,0000,,If you go into a difficult situation,\Nor a challenging situation,
Dialogue: 0,0:02:42.99,0:02:46.62,Default,,0000,0000,0000,,and you think to yourself:\N"I can do this. I'm going do it."
Dialogue: 0,0:02:46.62,0:02:48.80,Default,,0000,0000,0000,,and you mess up or fail,
Dialogue: 0,0:02:48.80,0:02:52.41,Default,,0000,0000,0000,,your brain will grow more,\Nand react differently
Dialogue: 0,0:02:52.41,0:02:54.89,Default,,0000,0000,0000,,than if you go\Ninto that situation thinking:
Dialogue: 0,0:02:55.15,0:02:56.95,Default,,0000,0000,0000,,"I don't think I can do this."
Dialogue: 0,0:02:57.86,0:03:03.62,Default,,0000,0000,0000,,So it's really important that we change\Nthe messages kids get in classrooms.
Dialogue: 0,0:03:03.62,0:03:07.05,Default,,0000,0000,0000,,We know that anybody can grow their brain,
Dialogue: 0,0:03:07.05,0:03:10.79,Default,,0000,0000,0000,,and brains are so plastic,\Nto learn any level of maths.
Dialogue: 0,0:03:10.79,0:03:12.65,Default,,0000,0000,0000,,We have to get this out to kids.
Dialogue: 0,0:03:12.65,0:03:14.93,Default,,0000,0000,0000,,They have to know that mistakes\Nare really good.
Dialogue: 0,0:03:14.93,0:03:17.72,Default,,0000,0000,0000,,But maths classrooms\Nhave to change in a lot of ways.
Dialogue: 0,0:03:17.72,0:03:20.15,Default,,0000,0000,0000,,It's not just about\Nchanging messages for kids.
Dialogue: 0,0:03:20.15,0:03:23.40,Default,,0000,0000,0000,,We have to fundamentally change\Nwhat happens in classrooms.
Dialogue: 0,0:03:23.40,0:03:25.58,Default,,0000,0000,0000,,And we want kids to have a growth mindset,
Dialogue: 0,0:03:25.58,0:03:28.04,Default,,0000,0000,0000,,to believe that they can grow,\Nand learn anything.
Dialogue: 0,0:03:28.04,0:03:31.33,Default,,0000,0000,0000,,But it's very difficult\Nto have a growth mindset in maths.
Dialogue: 0,0:03:31.33,0:03:36.02,Default,,0000,0000,0000,,If you're constantly given short, closed\Nquestions that you get right or wrong,
Dialogue: 0,0:03:36.02,0:03:38.53,Default,,0000,0000,0000,,those questions themselves
Dialogue: 0,0:03:38.53,0:03:42.21,Default,,0000,0000,0000,,transmit fixed messages about math,\Nthat you can do it or you can't.
Dialogue: 0,0:03:42.21,0:03:44.35,Default,,0000,0000,0000,,So we have to open up maths questions
Dialogue: 0,0:03:44.35,0:03:47.26,Default,,0000,0000,0000,,so that there's\Nspace inside them for learning.
Dialogue: 0,0:03:47.26,0:03:48.73,Default,,0000,0000,0000,,I want to give you an example.
Dialogue: 0,0:03:48.73,0:03:51.84,Default,,0000,0000,0000,,We're actually going to ask you\Nto think about some maths with me.
Dialogue: 0,0:03:51.84,0:03:55.62,Default,,0000,0000,0000,,So this is a fairly typical problem,\Nit's given out in schools.
Dialogue: 0,0:03:55.62,0:04:00.12,Default,,0000,0000,0000,,I want you to think about it differently.\NSo we have three cases of squares.
Dialogue: 0,0:04:00.12,0:04:02.83,Default,,0000,0000,0000,,In case 2 there's more squares\Nthan in case 1,
Dialogue: 0,0:04:02.83,0:04:04.49,Default,,0000,0000,0000,,and in case 3 there's even more.
Dialogue: 0,0:04:04.49,0:04:06.50,Default,,0000,0000,0000,,Often this is given out with the question:
Dialogue: 0,0:04:06.50,0:04:10.89,Default,,0000,0000,0000,,"How many squares would there be\Nin case 100, or case n?"
Dialogue: 0,0:04:10.89,0:04:12.97,Default,,0000,0000,0000,,I want you to think\Nof a different question.
Dialogue: 0,0:04:12.97,0:04:17.00,Default,,0000,0000,0000,,I want you to think without any numbers\Nat all, or without any algebra.
Dialogue: 0,0:04:17.00,0:04:19.45,Default,,0000,0000,0000,,I want you to think entirely visually,
Dialogue: 0,0:04:19.45,0:04:23.91,Default,,0000,0000,0000,,and I want you to think about\Nwhere do you see the extra squares?
Dialogue: 0,0:04:23.91,0:04:28.43,Default,,0000,0000,0000,,If there are more squares\Nin case 2 than case 1, where are they?
Dialogue: 0,0:04:29.61,0:04:33.35,Default,,0000,0000,0000,,So if we were in a classroom, I'd give you\Na long time to think about this.
Dialogue: 0,0:04:34.40,0:04:37.98,Default,,0000,0000,0000,,In the interest of time,\NI'm going to show you some different ways
Dialogue: 0,0:04:37.98,0:04:41.78,Default,,0000,0000,0000,,people think about this, and I've given\Nthis problem to many different people,
Dialogue: 0,0:04:41.78,0:04:45.42,Default,,0000,0000,0000,,and I think it was my undergrads\Nat Stanford who said to me --
Dialogue: 0,0:04:45.42,0:04:46.94,Default,,0000,0000,0000,,or one of them said to me:
Dialogue: 0,0:04:46.94,0:04:52.65,Default,,0000,0000,0000,,"Oh, I see it like raindrops.\NWhere raindrops come down on the top.
Dialogue: 0,0:04:52.65,0:04:56.81,Default,,0000,0000,0000,,So it's like an outer layer,\Nthat grows new each time."
Dialogue: 0,0:04:57.76,0:04:59.97,Default,,0000,0000,0000,,It was also my undergrads who said:
Dialogue: 0,0:04:59.97,0:05:02.32,Default,,0000,0000,0000,,"Oh no, I see it more \Nlike a bowling alley.
Dialogue: 0,0:05:02.32,0:05:03.96,Default,,0000,0000,0000,,You get an extra row,
Dialogue: 0,0:05:03.96,0:05:07.55,Default,,0000,0000,0000,,like a row of skittles\Nthat comes in at the bottom."
Dialogue: 0,0:05:07.55,0:05:10.12,Default,,0000,0000,0000,,A very different way of seeing the growth.
Dialogue: 0,0:05:12.30,0:05:15.47,Default,,0000,0000,0000,,It was a teacher, I remember,\Nwho said to me it was like a volcano:
Dialogue: 0,0:05:15.47,0:05:19.27,Default,,0000,0000,0000,,"The center goes up,\Nand then the lava comes out."
Dialogue: 0,0:05:19.27,0:05:21.32,Default,,0000,0000,0000,,[Laughter]
Dialogue: 0,0:05:21.98,0:05:25.48,Default,,0000,0000,0000,,Another teacher said: "Oh no,\Nit's like the parting of the Red Sea.
Dialogue: 0,0:05:26.77,0:05:31.74,Default,,0000,0000,0000,,The shape separates, and there's\Na duplication with an extra center."
Dialogue: 0,0:05:36.28,0:05:39.94,Default,,0000,0000,0000,,I remember this was --\NSorry, this one as well.
Dialogue: 0,0:05:39.94,0:05:42.36,Default,,0000,0000,0000,,Some people see it as triangles.
Dialogue: 0,0:05:42.36,0:05:46.50,Default,,0000,0000,0000,,They see the outside growing\Nas an outside triangle.
Dialogue: 0,0:05:46.50,0:05:49.74,Default,,0000,0000,0000,,And then there was a teacher\Nin New Mexico who said to me:
Dialogue: 0,0:05:49.74,0:05:55.34,Default,,0000,0000,0000,,"Oh it's like Wyane's World,\NStairway to Heaven, access denied."
Dialogue: 0,0:05:55.34,0:05:57.64,Default,,0000,0000,0000,,[Laughter]
Dialogue: 0,0:06:01.91,0:06:04.64,Default,,0000,0000,0000,,And then we have this way of seeing it.
Dialogue: 0,0:06:04.64,0:06:07.01,Default,,0000,0000,0000,,If you move the squares,\Nwhich you always can,
Dialogue: 0,0:06:07.01,0:06:09.06,Default,,0000,0000,0000,,and you rearrange the shape a bit,
Dialogue: 0,0:06:09.06,0:06:11.47,Default,,0000,0000,0000,,you'll see that it actually\Ngrows as squares.
Dialogue: 0,0:06:11.47,0:06:14.16,Default,,0000,0000,0000,,So, this is what I want to illustrate\Nwith this question:
Dialogue: 0,0:06:14.16,0:06:18.01,Default,,0000,0000,0000,,"When it's given out in maths classrooms,\Nand this isn't the worst of questions,
Dialogue: 0,0:06:18.01,0:06:20.100,Default,,0000,0000,0000,,it's given out with a question of:\N"How many?" and kids count.
Dialogue: 0,0:06:20.100,0:06:22.17,Default,,0000,0000,0000,,So they'll say:
Dialogue: 0,0:06:22.17,0:06:24.88,Default,,0000,0000,0000,,"In the first case there's 4.\NIn the second there's 9."
Dialogue: 0,0:06:24.88,0:06:28.33,Default,,0000,0000,0000,,They might stare at that column of numbers\Nfor a long time and say:
Dialogue: 0,0:06:28.33,0:06:31.90,Default,,0000,0000,0000,,"If you add one to the case number\Neach time and square it,
Dialogue: 0,0:06:31.90,0:06:34.76,Default,,0000,0000,0000,,then you get the total number of squares."
Dialogue: 0,0:06:34.76,0:06:39.53,Default,,0000,0000,0000,,But when we give it to students,\Nand high school teachers,
Dialogue: 0,0:06:39.53,0:06:41.47,Default,,0000,0000,0000,,I'll say to them when they've done this:
Dialogue: 0,0:06:41.47,0:06:45.11,Default,,0000,0000,0000,,"So why is that squared?\NWhy do you see that squared function?"
Dialogue: 0,0:06:45.11,0:06:47.48,Default,,0000,0000,0000,,They'll say: "No idea."
Dialogue: 0,0:06:47.72,0:06:51.73,Default,,0000,0000,0000,,So this is why it's squared.\NThe function grows as a square.
Dialogue: 0,0:06:51.73,0:06:55.68,Default,,0000,0000,0000,,You see that squaring\Nin the algebraic representation.
Dialogue: 0,0:06:55.68,0:06:59.97,Default,,0000,0000,0000,,So when we give these problems to students\Nwe give them the visual question.
Dialogue: 0,0:06:59.97,0:07:01.99,Default,,0000,0000,0000,,We ask them: "How they see it?"
Dialogue: 0,0:07:01.99,0:07:05.59,Default,,0000,0000,0000,,They have these rich discussions,\Nand they also reach deeper understandings
Dialogue: 0,0:07:05.59,0:07:08.40,Default,,0000,0000,0000,,about a really important\Npart of mathematics.
Dialogue: 0,0:07:08.40,0:07:10.92,Default,,0000,0000,0000,,So we actually need a revolution\Nin maths classrooms.
Dialogue: 0,0:07:10.92,0:07:13.10,Default,,0000,0000,0000,,We need to change a lot of things.
Dialogue: 0,0:07:13.10,0:07:15.71,Default,,0000,0000,0000,,And part of the reason\Nwe need to change so much
Dialogue: 0,0:07:15.71,0:07:18.17,Default,,0000,0000,0000,,is because research\Non maths teaching and learning
Dialogue: 0,0:07:18.17,0:07:20.24,Default,,0000,0000,0000,,is not getting into schools\Nand classrooms.
Dialogue: 0,0:07:20.24,0:07:22.91,Default,,0000,0000,0000,,And I'm going to give you\Na stunning example now.
Dialogue: 0,0:07:22.91,0:07:27.73,Default,,0000,0000,0000,,So this is really interesting.
Dialogue: 0,0:07:27.73,0:07:30.62,Default,,0000,0000,0000,,When we calculate --\NEven when adults calculate,
Dialogue: 0,0:07:30.62,0:07:35.16,Default,,0000,0000,0000,,where a brain area\Nthat sees fingers is lighting up,
Dialogue: 0,0:07:35.16,0:07:36.98,Default,,0000,0000,0000,,we're not using fingers,
Dialogue: 0,0:07:36.98,0:07:39.33,Default,,0000,0000,0000,,but that brain area\Nthat sees fingers lights up.
Dialogue: 0,0:07:39.33,0:07:41.51,Default,,0000,0000,0000,,So there's a brain area\Nwhen we use fingers,
Dialogue: 0,0:07:41.51,0:07:44.09,Default,,0000,0000,0000,,and there's a brain area\Nwhen we see fingers.
Dialogue: 0,0:07:44.09,0:07:49.33,Default,,0000,0000,0000,,And it turns out that seeing fingers\Nis really important for the brain.
Dialogue: 0,0:07:49.33,0:07:52.100,Default,,0000,0000,0000,,And in fact finger perception is --
Dialogue: 0,0:07:53.72,0:07:56.03,Default,,0000,0000,0000,,Scientists test for finger perception
Dialogue: 0,0:07:56.03,0:07:59.16,Default,,0000,0000,0000,,by asking them to put\Ntheir hands under a table --
Dialogue: 0,0:07:59.16,0:08:01.18,Default,,0000,0000,0000,,they can't see them touching a finger,
Dialogue: 0,0:08:01.18,0:08:04.31,Default,,0000,0000,0000,,and then seeing if you know\Nwhich finger has been touched.
Dialogue: 0,0:08:04.31,0:08:07.47,Default,,0000,0000,0000,,The number of university students\Nwho have good finger perception
Dialogue: 0,0:08:07.47,0:08:10.38,Default,,0000,0000,0000,,predicts their calculation scores.
Dialogue: 0,0:08:10.81,0:08:14.56,Default,,0000,0000,0000,,The number of finger perception\Ngrade 1 students have
Dialogue: 0,0:08:14.56,0:08:17.59,Default,,0000,0000,0000,,is a better prediction\Nof maths achievement in grade 2
Dialogue: 0,0:08:17.59,0:08:19.37,Default,,0000,0000,0000,,than test scores.
Dialogue: 0,0:08:19.37,0:08:21.34,Default,,0000,0000,0000,,It is that important.
Dialogue: 0,0:08:21.34,0:08:24.100,Default,,0000,0000,0000,,But what happens\Nin schools and classrooms?
Dialogue: 0,0:08:24.100,0:08:27.80,Default,,0000,0000,0000,,Students are told they're not allowed\Nto use their fingers.
Dialogue: 0,0:08:27.80,0:08:30.69,Default,,0000,0000,0000,,They're told it's babyish.\NThey're made to feel bad about it.
Dialogue: 0,0:08:30.69,0:08:33.92,Default,,0000,0000,0000,,When we stop children\Nlearning numbers through fingers,
Dialogue: 0,0:08:33.92,0:08:37.37,Default,,0000,0000,0000,,it's akin to halting\Ntheir numerical development.
Dialogue: 0,0:08:37.37,0:08:39.83,Default,,0000,0000,0000,,And scientists have known this\Nfor a long time.
Dialogue: 0,0:08:39.83,0:08:41.61,Default,,0000,0000,0000,,And the neuroscientists conclude
Dialogue: 0,0:08:41.61,0:08:47.31,Default,,0000,0000,0000,,that fingers should be used for students\Nlearning number and arithmetic.
Dialogue: 0,0:08:47.31,0:08:48.66,Default,,0000,0000,0000,,If we haven't published --
Dialogue: 0,0:08:48.66,0:08:51.47,Default,,0000,0000,0000,,We published this in a paper\Nin the Atlantic last week.
Dialogue: 0,0:08:51.47,0:08:53.46,Default,,0000,0000,0000,,I don't know any educator who knew this.
Dialogue: 0,0:08:53.46,0:08:57.28,Default,,0000,0000,0000,,This is causing a huge ripple\Nthrough the education community.
Dialogue: 0,0:08:59.82,0:09:03.69,Default,,0000,0000,0000,,There's lots of other research\Nthat's not known by teachers and schools.
Dialogue: 0,0:09:03.69,0:09:05.64,Default,,0000,0000,0000,,We know when you perform a calculation\N
Dialogue: 0,0:09:05.64,0:09:08.87,Default,,0000,0000,0000,,the brain is involved in a complex\Nand dynamic communication
Dialogue: 0,0:09:08.87,0:09:13.29,Default,,0000,0000,0000,,between different areas of the brain,\Nincluding the visual cortex.
Dialogue: 0,0:09:13.29,0:09:17.75,Default,,0000,0000,0000,,Yet, maths classrooms are not visual,\Nthey're numerical and abstract.
Dialogue: 0,0:09:17.75,0:09:19.53,Default,,0000,0000,0000,,I want to show you now what happened
Dialogue: 0,0:09:19.53,0:09:22.55,Default,,0000,0000,0000,,when we brought 81 students\Nonto campus last summer,
Dialogue: 0,0:09:22.55,0:09:24.11,Default,,0000,0000,0000,,and we taught them differently.
Dialogue: 0,0:09:24.11,0:09:26.43,Default,,0000,0000,0000,,So we taught them about the brain growing.
Dialogue: 0,0:09:26.43,0:09:29.62,Default,,0000,0000,0000,,We taught about mindset and mistakes.
Dialogue: 0,0:09:30.03,0:09:34.29,Default,,0000,0000,0000,,But we as also taught them creative,\Nvisual, beautiful maths.
Dialogue: 0,0:09:35.81,0:09:37.82,Default,,0000,0000,0000,,They came in for 18 lessons with us.
Dialogue: 0,0:09:37.82,0:09:41.18,Default,,0000,0000,0000,,Before they came to us they had taken\Na district standardized test.
Dialogue: 0,0:09:41.18,0:09:44.32,Default,,0000,0000,0000,,We gave them the same test\Nat the end of our 18 lessons,
Dialogue: 0,0:09:44.32,0:09:47.45,Default,,0000,0000,0000,,and they improved by an average of 50%.
Dialogue: 0,0:09:48.96,0:09:51.62,Default,,0000,0000,0000,,Eighty one students,\Nfrom a range of achievement levels,
Dialogue: 0,0:09:51.62,0:09:54.68,Default,,0000,0000,0000,,told us on the first day:\N"I'm not a math person."
Dialogue: 0,0:09:54.68,0:09:59.25,Default,,0000,0000,0000,,They could name the one person\Nin their class who was a math person.
Dialogue: 0,0:09:59.25,0:10:00.78,Default,,0000,0000,0000,,We changed their beliefs.
Dialogue: 0,0:10:00.78,0:10:06.05,Default,,0000,0000,0000,,And this is a clip from a longer\Nmusic video that we made of the kids.
Dialogue: 0,0:10:11.16,0:10:13.74,Default,,0000,0000,0000,,But we keep talking
Dialogue: 0,0:10:13.74,0:10:16.75,Default,,0000,0000,0000,,Can't stop, won't stop solving
Dialogue: 0,0:10:16.75,0:10:19.64,Default,,0000,0000,0000,,It's like something is growing
Dialogue: 0,0:10:19.64,0:10:23.85,Default,,0000,0000,0000,,In our minds every time we try again.
Dialogue: 0,0:10:23.85,0:10:27.01,Default,,0000,0000,0000,,'Cause the haters gonna hate,\Nhate, hate, hate, hate.
Dialogue: 0,0:10:27.01,0:10:30.34,Default,,0000,0000,0000,,We will make mistakes,\Nstakes, stakes, stakes, stakes.
Dialogue: 0,0:10:30.34,0:10:33.21,Default,,0000,0000,0000,,We're just gonna shake,\Nshake, shake, shake, shake.
Dialogue: 0,0:10:33.21,0:10:35.62,Default,,0000,0000,0000,,Shake it off! Shake it off!
Dialogue: 0,0:10:35.62,0:10:38.46,Default,,0000,0000,0000,,Our method's gonna break,\Nbreak, break, break, break.
Dialogue: 0,0:10:38.46,0:10:41.78,Default,,0000,0000,0000,,It's not a piece of cake,\Ncake, cake, cake, cake.
Dialogue: 0,0:10:41.78,0:10:44.69,Default,,0000,0000,0000,,We're just gonna shake,\Nshake, shake, shake, shake.
Dialogue: 0,0:10:44.69,0:10:46.55,Default,,0000,0000,0000,,Shake it off! Shake it off!
Dialogue: 0,0:10:46.55,0:10:49.58,Default,,0000,0000,0000,,We represent things visually,
Dialogue: 0,0:10:49.58,0:10:52.58,Default,,0000,0000,0000,,Present them to our class clearly
Dialogue: 0,0:10:53.00,0:10:55.91,Default,,0000,0000,0000,,So that they can see\Nmmm
Dialogue: 0,0:10:56.08,0:10:58.62,Default,,0000,0000,0000,,So that they can see\Nmmm
Dialogue: 0,0:10:58.73,0:11:01.59,Default,,0000,0000,0000,,We know our brains can grow
Dialogue: 0,0:11:01.59,0:11:04.69,Default,,0000,0000,0000,,Who cases how fast we go?
Dialogue: 0,0:11:04.69,0:11:07.97,Default,,0000,0000,0000,,Understanding's what we show\Nmmm
Dialogue: 0,0:11:07.97,0:11:10.76,Default,,0000,0000,0000,,Understanding's what we show\Nmmm
Dialogue: 0,0:11:10.76,0:11:13.11,Default,,0000,0000,0000,,So we keep trying
Dialogue: 0,0:11:13.27,0:11:16.15,Default,,0000,0000,0000,,Synapses are firing
Dialogue: 0,0:11:16.15,0:11:20.38,Default,,0000,0000,0000,,This problem's so exciting
Dialogue: 0,0:11:20.38,0:11:22.91,Default,,0000,0000,0000,,It's so cool that I want to go\Nand show the world!
Dialogue: 0,0:11:24.21,0:11:25.44,Default,,0000,0000,0000,,So --
Dialogue: 0,0:11:25.44,0:11:28.08,Default,,0000,0000,0000,,(Applause)
Dialogue: 0,0:11:30.04,0:11:33.81,Default,,0000,0000,0000,,We need to get research out to teachers.\NWe need a revolution in maths teaching.
Dialogue: 0,0:11:33.82,0:11:36.20,Default,,0000,0000,0000,,If you don't believe me,\Ncome listen to this kid.
Dialogue: 0,0:11:36.20,0:11:39.06,Default,,0000,0000,0000,,He's a middle schooler,\Nand we had worked with his teachers
Dialogue: 0,0:11:39.06,0:11:43.22,Default,,0000,0000,0000,,to shift from worksheet math\Nto open math with mindset messages.
Dialogue: 0,0:11:43.66,0:11:45.51,Default,,0000,0000,0000,,This is him reflecting on that shift.
Dialogue: 0,0:11:45.51,0:11:50.54,Default,,0000,0000,0000,,Math class last year\Nwas notes, and just handouts,
Dialogue: 0,0:11:50.54,0:11:54.56,Default,,0000,0000,0000,,and your own little box --\Nyou were just boxed in.
Dialogue: 0,0:11:55.10,0:11:59.52,Default,,0000,0000,0000,,You were by yourself,\Nit was every man for themselves.
Dialogue: 0,0:11:59.52,0:12:02.88,Default,,0000,0000,0000,,But now this year is just open.\NWe're a whole big --
Dialogue: 0,0:12:03.56,0:12:04.89,Default,,0000,0000,0000,,It's like a city --
Dialogue: 0,0:12:04.89,0:12:08.51,Default,,0000,0000,0000,,we're all working together\Nto create this new beautiful world.
Dialogue: 0,0:12:08.51,0:12:14.86,Default,,0000,0000,0000,,I think the challenges,\Nand the future that lies ahead for me --
Dialogue: 0,0:12:16.98,0:12:18.36,Default,,0000,0000,0000,,If I keep on pushing,
Dialogue: 0,0:12:18.36,0:12:23.46,Default,,0000,0000,0000,,if I keep on doing this\Nsomeday I'm going to make it.
Dialogue: 0,0:12:24.44,0:12:27.94,Default,,0000,0000,0000,,We have focused for so long in education,
Dialogue: 0,0:12:27.94,0:12:30.81,Default,,0000,0000,0000,,in maths education, on the right way\Nto teach a fraction,
Dialogue: 0,0:12:30.81,0:12:34.83,Default,,0000,0000,0000,,on the standards we use in classrooms\Nwhich are argued about all the time,
Dialogue: 0,0:12:34.83,0:12:39.52,Default,,0000,0000,0000,,and we've completely ignored the beliefs\Nstudents hold about their own potential.
Dialogue: 0,0:12:39.52,0:12:42.16,Default,,0000,0000,0000,,And only now\Nis the full extent of the need
Dialogue: 0,0:12:42.16,0:12:44.94,Default,,0000,0000,0000,,to attend to that coming to light.
Dialogue: 0,0:12:44.94,0:12:48.25,Default,,0000,0000,0000,,We all have to believe in ourselves
Dialogue: 0,0:12:48.25,0:12:51.77,Default,,0000,0000,0000,,to unlock our unlimited potential.
Dialogue: 0,0:12:51.77,0:12:53.25,Default,,0000,0000,0000,,Thank you.
Dialogue: 0,0:12:53.25,0:12:55.19,Default,,0000,0000,0000,,(Applause)