Reflection: Mihalyi Czikszentmihalyi's TED Talk on Flow

During his TED Talk, Mihaly Csikszentmihaly reflected on many moments where meaningfulness in life was separate from materialism. At some point he remarked, "whether it's mathematics or music, it takes that long to be able to change something in a way that it's better than what was there before," in regards to a level of commitment, creativity, and expertise. With comfort in creativity, one can embrace challenges and attain 'flow.

I generally feel 'in the zone', or in a state of flow, when sewing. Something about the process naturally makes sense and new problems often feel exciting rather than frustrating. When something during a sewing project doesn't go to plan, I don't mind experimenting with past and new knowledge to solve the problem. I love mentally visualizing how the pieces could fit, putting them together, and watching a flat rectangle of cloth develop into a wearable item. I'm not sure why, but it's always made sense to me and has been very fascinating. Once I start a project, I can continue working on it for hours at a time without becoming bored or annoyed. Sewing isn't necessarily mathematical, but it certainly has a lot of mathematics within it!

In the math classrooms, I think we can promote flow by getting students comfortable with the methods of problem solving. Once students feel confident with switching from methods that lead to dead ends, they will realize that not all problems are hopeless. In order to achieve this, I think a start would help to make students think creatively about problems they know that do have solutions, and get them to think of another way to get there. For example, when solving 25 x 32, students may solve it the traditional way. They might use trial and error. They may solve (25 x 30) + (25 x 2). Perhaps draw an array. Make a table. Use graphical representation on a plot of y = 25x (with x = 32). They may ask a friend for a new approach. After generating a few methods, students should identify the pros and cons of each approach. 

The goal is that they think of a few different ways to get to a conclusion they know. Daily activities reflecting on these thinking patterns can help them quite a bit. Once students become familiar with that style of thinking, it can be applied to problems that are new and more complex. This may help their confidence in embracing the most raw approach and then wanting to seek more efficient ways. With the guidance and encouragement of a teacher, students may develop more interest in particular topics and feel more connected to some themes and lenses. 

I think that the state of flow is a result of confidence and intrigue. This makes sense, given that Csikszentmihaly identifies flow as an area between boredom and anxiety. For each student this will look very different because it takes time and experience to achieve flow. There are also a significant number of factors that contribute to the lack of flow. Until students have developed the skills that lead them to an autopilot mindset of seeking flow, we can attempt to facilitate this with various manageable activities that build their routine.

As an educator, we can try our best to promote it for each student, but we should not become demotivated when it doesn't occur. This brings us to the idea of achieving flow in our work as educators. In my experience, being in a state of flow makes me feel more flow, and so I remain in that state longer. That said, it doesn't necessarily inspire others around me to seek their state of flow. Applying that to the classroom means that as educators, we might find flow, but that may not motivate it in all of our students. Allowing students to suggest conditions that may stimulate their focus and trying to recreate that in the math class may help.