If you’re a math educator, have you ever heard a friend, student, or parent say, “I’m not good at math”? Alternatively, have you heard someone tell you, “I’m not good at reading”? Probably not. Few people announce that they struggle with reading, but many are quick to say that they struggle with math.

Perhaps this perception exists because being “good at math” is defined by narrow and antiquated criteria. This definition might include traits such as speed, accuracy, and test performance. Can a person not necessarily have these traits and still be considered good at math?

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