In this week’s discovering mathematics input, we looked into the origins of numbers and how number systems came about and also the big question; can animals count?

We first looked into Clever Hans, a horse that was known for his miraculous ability to ‘count’. When Hans’ owner asked him a basic sum, such as 3 plus 1, the horse would answer the question by tapping his hoof the correct number of times. The horse raised many questions to how he was able to acknowledge the question, then calculate the answer and then finally give his answer. It was then discovered after many scientific observations that the horse was in fact not able to calculate his owner’s questions, but was able to study his body language and cues. No one can dispute the horse’s intelligence; however, he could not count.

After learning about Clever Hans, I wanted to look into whether there have been other occasions where it has been speculated that animals can count. The question has been raised that if an animal is able to work out if a quantity of something e.g. how many animals are in a pack, is larger or smaller if that means they can count? An example of this is Lions. The concept of lions being able to count was tested by Karen McComb of the University of Sussex. Lions are highly territorial animals and will only attack another pack of lions if there are more in their own pack. So, the idea behind the experiment was to play the sound of a pack of lions and observe whether or not the lions would choose to run towards the sound or stay back. After playing the sound of a roar of 3 lions, the 5 lions that were a part of the experiment ran towards the noise. McComb stated “Lions were extremely good at weighing up their odds of success in terms of the number of themselves versus the number roaring from a loudspeaker”. However, it was discovered that after the roars on the loud speaker were upped to 6 lions, the lions in the experiment started to get confused whether or not they should attack or not (Silver, 2017). After looking into this experiment, there is no doubt that the lions were able to examine the situation and determine if it was safe for them to attack or not. However, whether they can count or not? I’m not convinced.

Silver, K. (2017). The animals that have evolved the ability to count. [online] Bbc.co.uk. Available at: http://www.bbc.co.uk/earth/story/20150826-the-animals-that-can-count [Accessed 23 Oct. 2.

Mathematics is “the language with which God has written the universe” (Galileo, 1564-1642). Mathematics is everywhere. It is something which we experience and practice every day. Whether it is to tell the time or using it to code computers, it is all around us.

Does this mean that everyone is a mathematician? Technically, yes. Mathematicians solve problems, investigate, explore, discover, collaborate and use symbols, tables and diagrams. These are skills which most people use in their everyday lives. It is therefore important that children understand the fundamental principles in mathematics, so that they can use these in their everyday lives.

However, some children and adults, suffer from maths anxiety, which is stopping them from engaging with maths as well as they could be.  Maths anxiety is “a general fear of contact with maths, including classes, homework and tests” (Hembree, 1990, p.45). It is medically recognised as stress and comes with multiple physical and emotional symptoms (Turner and Carroll, 1985). Maths anxiety causes headaches, muscle ache and shortness of breath, as well as confusion, intimidation, and concentration problems (Arem, 2010). Children then possess a negative attitude towards maths which leaves them disengaged with the subject and reluctant to use it.

It is therefore crucial, that not only teachers but parents to find a way of combatting this. Parents can do this by encouraging a positive attitude towards mathematics and allow the children to use their mathematical skills at home in various situations. These could include getting the children to tell the time or allowing them to help with cooking the tea and explaining to them how weight works. However, teachers can also help to address maths anxiety by making maths fun within the classroom. Instead of always doing textbook work, teachers could make the lessons more fun and enjoyable for the students. Teachers could also show the students how the mathematical skills and concepts which they are learning, fit into their everyday lives. By doing this, hopefully children will see the relevance and enjoyment of maths.

I personally hope to brush up on my mathematical skills and improve my confidence by engaging with the Discovering Mathematics module and by taking part in the Online Maths Assessment (OMA). The University have provided the OMA to help improve confidence within Education students and to also improve poor levels of mathematical competence (Henderson, 2010).

References:

Hembree, R. (1990) ‘The nature, effects and relief of mathematics anxiety’, Journal for Research in Mathematics Education, 21, pp.33-46.

Henderson, S. (2010) Mathematics Education: The Intertwining of Affect and Cognition. Unpublished doctoral thesis. D.Ed. University of Dundee.

Turner, J.R. & Carroll, D. (1985) ‘Heart rate and oxygen consumption during mental arithmetic, a video game, and graded exercise: further evidence of metabolically-exaggerated cardiac adjustments?’, Psychophysiology, 22(3), pp.261-267.