Flow

Have you experienced a state of flow through certain experiences? What prompts it? Is it sometimes connected with mathematical experiences?

I experience a state of flow when I am interested in what I am doing. For example, jamming with friends to a piece that may pose as challenging can be fun and can get me into a state of flow. In terms of math, I have experienced a state of flow while doing extremely difficult problem sets in my areas of interest, like number theory and graph theory. They pose a challenge but are extremely satisfying when I find a clean way to do the proof.

Is it possible to achieve a state of flow in secondary math classes? Can we, as teachers, help create the conditions for a flow state for our students as they learn math? If so, how -- and if not, why not?

As math teachers, we can achieve a state of flow by engaging our students and catching their interest. As kids, we enjoy puzzles because they pose a challenge and catch our interest. How much different is math? Math has had a bad reputation for so many students, so as a math teacher, engaging students involves weaving the subject into their world. We can start by relating math concepts to their interests and daily experiences, showing its relevance in gaming, art, sports, statistics etc. To spark their curiosity, I like to introduce puzzles, intriguing problems, and perhaps some competition to encourage them to collaborate and explore solutions together. Making math tangible with hands-on activities or technology keeps them intrigued, while celebrating their progress and encouraging questions fosters a growth mindset, allowing for the state of flow where students are both challenged, interested, confident, and focused. Challenging them with problems slightly beyond their current grasp ignites their desire to learn more, keeping the thrill of discovery alive in every lesson.