This is a summary of the book titled “Math-ish: Finding creativity, diversity and meaning in mathematics” written by Dr. Jo Boaler and published by Harper One in 2024. The author has consistently sought to fight the widespread and often incorrect way of teaching mathematics where higher levels are about filtering out students and often one that demands students to give exacting solutions and forces students into a rigor that provides no benefits. She even cites this to be the reason that contributes to the fear and hate of the subject. Instead, she advocates playful, creative thinking, ideas and collaboration with a  diverse set of people, so that the subject is not just mathematics but math-ish.

The narrow approach must give way to a more inclusive approach. The latter is rooted in “Metacognition” practices. Learning will always involve mistakes and embracing the struggle is critical to teaching. Math-ish education brings diverse approaches to numbers, shapes, and data, which also leads to a more visual experience. This results in a shift in thinking about rules to a thinking that is broader. Changing the status quo could address current inequalities and set a precedent for other subjects.

Educators must replace the narrow approach to mathematics with a more flexible and diverse approach. The narrow mathematics approach, taught for over 100 years, has spoiled millions of students and negatively impacted society. It doesn't involve creativity or the free play of ideas, and students are constantly scrutinized and evaluated based on tests. This has led to 60% of university students dropping their science majors after taking introductory math courses.

An alternative to narrow mathematics is "math-ish," which de-emphasizes contextless, numeric problem-solving in favor of creative, interesting ways people use math in real-world settings. Metacognition practices, formulated by Stanford University psychology professor John Flavell, form the foundation of better math education. These practices boost problem-solving, enable mathematical diversity, and enhance work performance.

To approach and solve a mathematical problem, educators should reflect on the problem, create a visual representation, and ask why a particular procedure works. Cultivating a reflective mindset and learning to problem-solve with others in a way that respects their ideas and perspectives is essential for better math education.

Learning math involves making mistakes and embracing the struggle. A growth mindset is better for learners and problem-solvers, as it encourages learning from setbacks and persisting in efforts. Math teachers should encourage students to "struggle" with problems, allowing them to understand the nature of the problem and come to a deeper understanding of the concepts involved. Teachers can present problems that invite diverse approaches, encourage conversation and collaboration, praise students' struggles, and reward their work. Math-ish education involves understanding math as it manifests itself in everyday life in a population of people with diverse identities and backgrounds. Mathematical diversity enhances life and mathematics. K-12 teachers can't cover everything, but three critical areas in mathematics that students need a feeling for to thrive at the university level are arithmetic, data analysis, and linear equations. Students can acquire a feeling for numbers by identifying patterns and drawing patterned shapes, which helps them relate to numbers in a new way.

Understanding data is a critical life skill in today's online world, and children should begin early to learn to avoid deception by data. Students should be introduced to statistics and probability and understand the difference between correlation and causation. In the era of misinformation, people should always ask where data comes from, whether it is being presented, and whether the relationships presented are correlated or causal. Math can be an exciting and interactive visual experience, as it allows for deeper connections and ideas. Visual representations can open the mind to new ideas and approaches, and mental models play a central role in learning. Math is not just a set of rules; it is a way of thinking that requires flexibility and deep thinking. Students who do well in math understand the truths of numbers and can find different solutions to adding them.

Traditional math education is inequitable, with Black and Brown students often left behind. A new model, reflected in the 2023 California Mathematics Framework, aims to promote mathematical expertise, and reduce inequalities by promoting diversity in perspectives and approaches to problems. This model encourages more general discussion of problems and encourages students to engage in different ways to learn and succeed in math.