Love It or Hate It: A Surprisingly Human (And Very Fun) Conversation About Math
Dr. Jordan Ellenberg, Mathematics Professor at the University of Wisconsin
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What happens when a world-class mathematician meets ’80s college radio, Bill Gates’ top-10 favorite books, and a host with an algebra redemption arc? A surprisingly funny, fast-moving conversation. Dr. Jordan Ellenberg—John D. MacArthur Professor of Mathematics at UW–Madison and author of How Not to Be Wrong—swaps stories about The Housemartins, consulting on NUMB3RS (yes, one of his lines aired), and competing at the International Mathematical Olympiad. There’s a lot of laughter—and a fresh way to see math as culture, craft, and curiosity.
But we also get practical about math education. We discuss the love/hate split students have for math and what it implies for curriculum design; a century of “new” methods (and if anything is truly new); how media tropes (Good Will Hunting, Hidden Figures, A Beautiful Mind) shape student identity in math; soccer-drills vs scrimmage as a frame for algebra practice and “honest” applications; grades as feedback vs record; AI shifting what counts as computation vs math; why benchmarks miss the point and the risk of lowering writing standards with LLMs; and a preview of Jordan’s pro-uncertainty thesis.
Listen to Learn:
- A better answer to “Why am I learning this?” using a soccer analogy
- The two big off-ramps of math for students, and tactics that keep more students on board
- How to replace the “born genius” myth with iterative, cooperative problem-solving—and classroom moves that make it real.
- When a grade is a record vs. a motivator
- What AI will and won’t change in math class, and why “does it help create new math?” matters more than benchmark scores.
3 Big Takeaways from this Episode:
1. Math mastery comes from practice plus meaning, not a “born genius.” Jordan puts it plainly: “genius is a thing that happens, not a kind of person,” and he uses the soccer drills vs scrimmage analogy to pair targeted practice with real tasks, with algebraic manipulation as a core high school skill. He urges teachers to “throw a lot of spaghetti at the wall” so different explanations land for different students, because not all students learn the same way.
2. Students fall off at fractions and Algebra I. How do we pull them back? Jordan names those two moments as the big off-ramps and points to multiple representations, honest applications, and frequent low‑stakes practice to keep kids in. Matt’s own algebra story about making a deal with his math teacher to improve his grades helped him focus and improve.
3. AI will shift our capabilities and limits in math, but math is still a human task. Calculators and Wolfram already do student‑level work, and Jordan argues benchmarks like DeepMind vs the International Mathematical Olympiad matter less than whether tools help create new mathematics. He also warns against letting LLMs lower writing standards and says the real test is whether these systems add substantive math, not just win contests.
Resources in this Episode:
Visit Jordan Ellenberg's website! jordanellenberg.com- Read How Not to Be Wrong: The Power of Mathematical Thinking
Other resources:
- Read Jordan's other books, Shape: The Hidden Geometry of Information, Biology, Strategy, Democracy and Everything Else and the novelThe Grasshopper King
- See Jordan's page on the University of Wisconsin Math Department site
- International Mathematical Olympiad
- Bill Gates' review of How Not to Be Wrong: "How math secretly affects your life"
- "The High-Schoolers Who Just Beat the World’s Smartest AI Models" - Ben Cohen, The Wall Street Journal
- Listen to The Housemartins London 0 Hull 4 album on Spotify
- Article by Jordan in the Washington Post: "Want kids to learn math? Level with them that it's hard."
Connect with Jordan Ellenberg on Social Media:
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