Math for Journalists

So let’s get this out of the way now. We’re going to talk about math for journalists for the next 1,166 words.

If that makes you queasy, sorry. But many of us suffer from math phobia – a discomfort with numbers – and like to hide behind the fact that we’re pretty good with words. When it’s relevant to our reporting, however, Words minus Numbers = Shoddy Reporting. And that’s a big problem.

Most journalists openly admit that part of the appeal of the craft was the mistaken belief we would never again have to worry about math ... until, of course, the first time we had to cover a wage settlement, an assessment appeal board or the unemployment rate.

Few stories or beats can escape a steady parade of numbers. The entertainment reporter may have to dig deeper into the symphony orchestra’s budget. The sports reporter swims in numbers. And then there’s city hall (budgets), medical/science (risk of disease), politics (polls) and police (statistics). There is simply no escaping them. And when we try to, we let readers down and we erode our credibility.

Reporters and editors must challenge themselves to become more comfortable working with numbers. The intent is not to turn journalists into mathematicians (an impossible task, frankly), but we need to develop an intuition around numbers that rivals our analysis of words. Those we interview can spin numbers to deceive readers just as they use jargon and bafflegab to blur the message. Journalists take pride in trying to break through such language barriers, but we fail to put the same effort into translating and challenging numbers.

We tend to accept numbers as pure, hard facts beyond dispute and often: 1) Choose to omit numbers because we don’t understand them; 2) Throw them all in, hoping no one will question what they mean; 3) Bury them in quotes, rationalizing that having a person say them gets us off the hook; 4) Put them in sidebars and charts with the unwritten message, “Hey, you figure it out.”

Journalists need to first set aside the excuse that we only work with words. Then we need to develop a basic (key word: basic) understanding of numbers. Sources are often as bad at numbers as we are or, depending on their message, they have their own reasons to interpret them in a more positive or negative way.

When we regurgitate those numbers without questioning them, we do a disservice to our readers. Journalists need to learn when to question numbers and, when necessary, go in search of help to interpret them.

When The Record in the Kitchener-Waterloo region broke the story on a leasing firm’s complicated and questionable financing of a sports complex in the city of Waterloo, it all began with good, old-fashioned skepticism by a sharp editor. The numbers, she said, looked too good to be true. And even when a reporter figured out the numbers correctly, he didn’t trust his own work, so he went in search of expert help – a couple of business professors from area universities. They did the math and the results showed a huge gap between the stated and actual long-term interest costs. The stories earned the newspaper a well-deserved Michener award for meritorious reporting.

The message here is to employ the same skepticism and intuition with numbers as we do with words. Be not afraid to ask obvious questions or call an expert.

Understanding how to analyze numbers is an important journalistic skill, but knowing when the numbers are the story is an essential first step. If we know they are important, the next step is to seek help in translating them – from the finance department at our newspaper, radio or television station, from a math or business professor, from an accountant, a newsroom math whiz, a spouse, a neighbour. And then, as with other assignments, check it out with a second source just as The Record did.

 Here’s a starting point (some of these items are part of a competency list created by the Poynter Institute for Media Studies in St. Petersburg, Florida):

n      We need a basic understanding of arithmetic. We need to add, subtract, divide and multiply. Never ask the reader to do the math.

n      We need to know how to work with percentages – if only to eliminate our guesswork when we incorrectly resort to loaded words such as “slight” or “huge” increase.

n      We need to know the difference between median (the value in the middle) and mean (average) and know when it is better to use one over the other. In the baseball strike of 1994-95, it was to the owners advantage to use mean because the number of million-dollar-plus contracts translated into a higher salary figure. It was to the players advantage to use median because it showed how many players earned well below those million-dollar salaries.

n      We need to analyze and translate numbers for readers. By themselves, raw numbers serve little or no purpose.

n      We need to be more diligent in reporting and understanding the margin of error in polls rather than reporting them as fact.

n      We need to search for editors and reporters who are competent in math just as we embrace those who can untangle a dangling participle or those who speak more than one language.

n      We need to offer basic training in math just as we offer workshops on how to write a great lead or how to develop better interviewing skills.

n      We need to develop a list of resource people on whom we can call for help – just as we would consult our lawyer on libel issues. Find someone without a vested interest -- a retired math teacher, professor or accountant who is on call to translate numbers.

n      We need to recognize that our general lack of numerical skills is a problem. Reporting that doesn’t challenge numbers in the same way we challenge what people say is unacceptable

 For For some reporters and editors, Strunk and White offers a once-a-year refresher in the proper use of language. Perhaps it’s time to add a math book to our reading list.  In A Mathematician Reads the Newspaper, John Allen Paulos says that along with the 5Ws and H, reporters need to ask: How many? How likely? What percentage? How does this quantity compare with other quantities? What rate (in medical, crime or accident stories, we often use a rate such as a certain disease or illness affecting one in 100,000)?

A journalist who was part of a numeracy skills study at one U.S. newspaper says: “If you can’t speak math, you have no business being in journalism because that is much of the ball game.” A couple of guys called Woodward and Bernstein would probably agree after being told by Deep Throat to “follow the money.” 

 It is no longer a badge of honour – if it ever was one – to say, “I don’t do math, I do words.”

(Don Gibb teaches reporting at Ryerson University’s School of Journalism. Occasionally he wades into the world of numbers, but he’s still overcoming his nervousness around them. This piece was first published in the Canadian Association of Journalists' "Media" magazine.)