Math for emotional intelligence

Developing skills in adult learners is as rewarding as it is challenging. Children are eager to learn by doing. They do not fear stumbling along the learning journey. Almost intuitively, they realise that imperfection is illusive, and that learning is a process. Adults, especially those in need of basic education, seem to fear failure at the detriment of their enjoyment of the journey. 

Mathematics arguably affords learners of all ages useful skills. The avid student knows that regular practice, some memorisation and ample curiosity culminate to birth enjoyment, and eventually mastery. Archaic beliefs centred around intelligence or innate proclivity as requisites for success in math. These ideas often meant that certain people were excluded from even hoping to exercise their potential in the subject. Often, these rejected groups were mostly females, those living with a disability and victims of poverty. Mathematics has very little to do with intelligence, gender or social standing, but everything to do with emotional intelligence. 

The learners in my classrooms who are not excelling in math are usually those who are quick to anger, impatient with themselves, the process and often me. These learners tend to be less curious and more judgemental. They seem to limit their creativity and stifle their divergent thinking. They appear more focussed on the outcome or final answer, and not the process. 

Developing systems thinking and sharpening critical thinking skills build higher order thinking. Exercising metacognition with the adult learner invites inquiry into emotional intelligence - the skills they need to work things out in the math textbook, and more importantly, in life. 

Math is so much more than arithmetic and spatial reasoning. It is a window through which the learner can better seem him/herself, make informed choices, reflect more deeply, and have fun.