Making math learning more engaging
Lindsey Richland
Lindsey researches how preconceived notions about math and rigid teaching methods can hinder learning. Conventional math instruction often favours memorisation over conceptual understanding, causing anxiety and resistance. Lindsey advocates for teaching math through problem-solving and reasoning, rather than rote memorisation. She also explores how cultural and gender stereotypes contribute to negative attitudes towards math, perpetuating cycles of fear and misunderstanding. By incorporating strategies that focus on grasping concepts, like using number lines and encouraging discussion, Lindsey believes math can be more engaging and anxiety can be reduced, ultimately improving students’ math skills and attitudes.
Listen to Lindsey
“Teaching kids so that they really understand why they’re doing what they’re doing, you’re going to see less anxiety about it and much better understanding and much more comfort with math.”
Lindsey Richland
Lindsey Richland
Lindsey Richland (PhD) is a Professor and Associate Dean at the University of California, Irvine. Lindsey’s research examines children’s reasoning development in and out of schools, with her classroom research focusing on teaching and learning mathematics. She examines the mechanisms underpinning children’s capacity to think flexibly, with studies focusing on the roles of cognitive maturation and individual differences. She also examines factors shaping children’s tendencies to engage in higher-order thinking when opportunities are available. Her classroom work focuses on mathematics, investigating effective teaching practices for increasing higher-order thinking and reducing opportunity gaps.
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Lindsey Richland