in a park with my son so I
held by the hand and we wander
in oslo park i live in norway
and I was walking with him so imagine
autumn leaves falling by
million or billion I do not know a
orange and yellow carpet on the floor
gorgeous and and my son emiles
stops at one point he turns to
I look very focused a dad
how do the leaves go up
on the trees
see the question is not it
amazing children’s ability to
ask questions he’s looking at
explore the world to understand the world
and for that they learn to walk
about a year
they learn to speak in two three
years and it raises a lot of questions and
a question that I personally
I’m asked that’s why some
subjects resist these super machine
to learn
maybe you already have in mind the
subject i’m going to introduce you a little
picture
so some will have cold sweats
bad memories
attention here is this is an equation
rational
yes why are mathematics
they so hard to learn for our
children
why I was a teacher
a long time ago and I spent a few
years trying to understand
why children can not
learn maths while they are
super powerful and I did a job
on me not even a psychoanalysis but
just to be listened to and so
curious maybe I do not know the
barrier to my own understanding
children it was myself
the listened is easy to say but
it’s hard to do and I had to
kill somehow the professor of
mathematics in me but face is
completely to understand how
children were learning and I am
arrived at a small list of ten
points and we’ll go quickly to
through this list it’s gone
no motivation who knows why we
learn math frankly but me
as a math teacher I can not
explain it almost too much
complicated mathematical language
it’s a language that has been realized
by experts through centuries
millennia it is super accurate
super con so rigorous
it is fantastic for experts but
is this the right language for kids
maybe not a lot of blah blah blah
well yes you were in class you
remember when you slept received towards
the radiator too much blah children
children 3 4 5 but all the time we
do not just learn with our mind
learn with our body we need to
manipulate and manipulate
there is not really much in
math class and there is no
really a lot of feedback I know
not if you remember when you
were at school you had some
questions a lot of effort or not
of efforts because you had everything
just abandoned it happens and and
how long did we wait before
to have the result a day not a
week two weeks three weeks of
times four weeks it’s not feed
backs think about kids who are learning
that they learn to speak bugs a
quack is what you say baby bottle ago
an interaction you see and that that has
disappeared completely at school y’a
no feedback there is no exploration the
children they want to discover why
the leaves at the show the most
exploration raises more questions and
the rhythm if you pick up a short
it’s definitely happening
that’s good or bad students are
always picks up a given moment
because we do not pay attention
and there we row it’s horrible it’s not going
your pace is not natural that and
no imagination no dream
but one thing we have in
math class and not that the courses of
maths it’s notes you remember
Notes
when I say that I am a math teacher
I have people who tell me they do
still nightmares at the age of 45
years
it’s crazy but what do we do with
we ourselves are anything
and also the compet you and you had
how much I had three halls no one you
remember it suits him 18 super strong
shining the big illusion guys
that we are good note he believes they
are smarter than the Greeks
short yeah so that’s a long list
super 10 points it’s huge
how children even if they are
super smart how they can
learn maths we give them no
natural way of learning no
questions no body nothing so that’s
hard but I do not want to be pessimistic
today and I will rather come
with good news because when
I saw this list after three years
of observation in classes 1
motivation instant feedback
exploration before – you say that’s
what is it
in fact you guessed there is a
activity that would allow us to
overcome all these obstacles a
activity that adheres most
young people today you have a
idea
the video game the video game one is
motivated we act it’s great
and when I discovered that I went
said oh well we’ll change the costume of
teachers with the entrepreneur cap
and we will try to make games
learning and with a small
team of designers programmers
illustrators we made games
since 2011 to learn maths and
I will show you one now and
we’ll do a little game you go
try to guess what is it
you’re ready it’s gone it’s a
card game is what you see there
there is a screen there are two areas
you see them both areas good then
you are what you see fireflies
and a box
the goal of the game is to isolate the box
that the fund is all alone of one of the
two sides go in the mornings they have
understood what was perhaps at
bread and you see fish and
seeing down we have a deck with cards
cdc cards that can be used to
to solve the level then the
fish I have to eliminate the
blue fish next to my crate
is not it and so I ‘m going to use
a rule that’s pretty simple it’s
that fish there are antilles
fish to eliminate them send the
shift map the returns I have a
anti fish you see there down and
then I’ll put it on both sides
zones it is a rule of the game there is
that four rules actually at the beginning
phew I put it there and then I
take another card I put it
the other side so fish and anti
fish it eliminates attention I
loved him together it made a little
swirl and the anti fish side
whirlpool fish and there I won
you followed the game there is a
piece I put it all alone I won
so these rules that I gave you
the children he gets to learn them
in this video game in such a short time
without explanation without blah everything
simply
so what did you guess from what
these are the fish ah well if we if
they were called to and the little carrot
yellow to go b and the case as per
chance I could have chosen what I
want but I will say x see where I
wanting to come I think there and then there is
cards that are in a kind of
this area is a kind of sum
so I put a little more
and why not a little equal
between the two areas
a frankly and there we find ourselves
with I think it’s an equation
it’s from algebra a + b equal to +6
well we will solve that with the rules
that children learned it in
a few minutes, I’m off
the map I have fishy lenses that’s at
say the opposite of a – a
I put it on both sides go and there
and at and less arr decline has made a
swirl I loved him together and the
swirl c zero and 0 plus bcbg zero
+ 6 cx and bats x and curved you have
followed there
[Applause]
so I show you a little bit
a few levels very quickly in
the game because we just do not stop
with its small rules we use
rules with the multiplication the
division the parameter changes
here we eliminate monsters and at the
end of the game you only have letters and
at the end not even cardboard
eliminate a little bit the cards to get
bring closer to classical formalism
here in a video game and children
y kif he loves you can ask me
baptist jean is your magic thing
that’s what it works
well yes yeah it works we did
a little experience we have a great
experience with fifty thousand children
daddy 2 not 10 50 miles with
Washington State University
and we found out that on average
took about 42 minutes
to learn how to solve an equation
first degree algebraic dragon
ball room g brassens and the name of the game
42 minutes bam
it’s not crazy and sometimes we get
youtube videos of parents who do not
say that their children aged 4-5
solve equations
not only does it go faster but in
more is accessible to even more
people because it’s a math game
it’s a game and we’ve revealed a little
little math game somewhere there
so yes the maths it looks
really complicated but in reality
maybe not that much and if you
believe that you are null in math or
that your children are void in maths or
that your students are void in maths
Well, it’s not true the problem is
you have not been taught maths
correctly thank you
[Applause]
”
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