A tale of two minds: rethinking math and literature education

In this work, the cognitive factors that lead an individual to categorize themself as a “mathematics” or “language” person will be identified, as well as interventions aimed to reduce the gap between this dualism by improving students´ perceptions of their abilities. The world we live in is in fact populated by “things” and “people.” The feeling of not understanding natural or social laws can make an individual feel lost and reduce their opportunities, and on a broader level, it is an obstacle to scientific and social development. Educational programs that seek to bring students closer to mathematics with approaches based on the use of creativity, visual elements such as icons and pictures, and games will be discussed. Interventions based on storytelling and fiction literature to improve empathy and soft-skills will also be examined.