Paloma Noyola: The Face of Mexicoâs Unleashed Potential
When a report emerged in September 2012 that a girl from one of Matamorosâ poorest neighborhoods had attained the highest math score in Mexico, some doubted its veracity. It must be fake, they said.
But it wasnât fake. Her name is Paloma Noyola, and what most reports failed to mention is that almost all of her classmates also scored very high on the national math test. 10 scored in the 99.99% percentile.
Paloma and her classmates also scored in the top percentile in language. Something special was happening at JosĂŠ Urbina LĂłpez primary school in Matamoros, and Wired went to take a look.
The high test scores turned out to be the work of a young teacher who also came from humble beginnings. Sergio JuĂĄrez Correa was tired of the monotony of teaching out of a book and wanted to try something new to help engage his students when he came across the work of Sugata Mitra, a UK university professor who had innovated a new pedagogy he called SOLE, or self organized learning environments. The new approach paid off.
Although SOLE usually relies on unfettered Internet access for research, JuĂĄrez and his students had very limited access. Somehow, he still found a way to apply Mitraâs teachings and unleash their potential.
From the beginning, Palomaâs exceptional abilities were evident:
One day JuĂĄrez Correa went to his whiteboard and wrote â1 = 1.00.â Normally, at this point, he would start explaining the concept of fractions and decimals. Instead he just wrote â½ = ?â and âÂź = ?â
âThink about that for a second,â he said, and walked out of the room.
While the kids murmured, JuĂĄrez went to the school cafeteria, where children could buy breakfast and lunch for small change. He borrowed about 10 pesos in coins, worth about 75 cents, and walked back to his classroom, where he distributed a pesoâs worth of coins to each table. He noticed that Paloma had already written .50 and .25 on a piece of paper.
As Mr. JuĂĄrez implemented more of Mitraâs teachings in his classroom, Paloma continued to stand out as an exceptionally gifted student:
JuĂĄrez Correa was impressed. But he was even more intrigued by Paloma. During these experiments, he noticed that she almost always came up with the answer immediately. Sometimes she explained things to her tablemates, other times she kept the answer to herself. Nobody had told him that she had an unusual gift. Yet even when he gave the class difficult questions, she quickly jotted down the answers. To test her limits, he challenged the class with a problem he was sure would stump her. He told the story of Carl Friedrich Gauss, the famous German mathematician, who was born in 1777.
When Gauss was a schoolboy, one of his teachers asked the class to add up every number between 1 and 100. It was supposed to take an hour, but Gauss had the answer almost instantly.
âDoes anyone know how he did this?â JuĂĄrez Correa asked.
A few students started trying to add up the numbers and soon realized it would take a long time. Paloma, working with her group, carefully wrote out a few sequences and looked at them for a moment. Then she raised her hand.
âThe answer is 5,050,â she said. âThere are 50 pairs of 101.â
JuĂĄrez Correa felt a chill. Heâd never encountered a student with so much innate ability. He squatted next to her and asked why she hadnât expressed much interest in math in the past, since she was clearly good at it.
âBecause no one made it this interesting,â she said.
Although this Wired piece focuses mostly on Sugata Mitra, it does once again highlight the story of Paloma Noyola. Unfortunately, after a brief spurt of media attention, little on Paloma was ever mentioned and, as was pointed out by Wired, nothing was ever said of Mr. JuĂĄrez.
As with most stories in the Mexican press â and those popular with the middle-class â things suddenly become very important once itâs featured in a gringo publication. Which is a very sad commentary. We hope, however, that this story pushes those in the press, state and federal government to look not to the United States for validation but to Mexicans like Sergio JuĂĄrez doing good work in places like Matamoros.
The clear message in this story is that there are thousands of Paloma Noyolas going to school in Mexico who, just like her at one time, are not being challenged and therefore arenât very interested in school. This story can, if we want it to, raise enough awareness to shift the discussion from poverty to opportunity.
Paloma truly personifies both Mexicoâs challenges and unleashed potential.
Read the entire Wired story here: How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Editorâs note: As an addendum, Wired provided information on helping support Sugata Mitra and his School in the Clouds project, and although they donated school supplies and equipment to JosĂŠ Urbina LĂłpez School, weâre interested in seeing if we can help set up a similar fund for Sergio JuĂĄrez, the teacher featured in this story.
Also, $9,300 was raised to help fund Palomaâs education last year. Weâre going to follow up with the economist who led the fundraising campaign to see how sheâs doing. Stay tuned for the updates.
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