I is for “I’m bad at maths”
As an ex-maths teacher and an Educational Psychologist, I've observed a troubling trend in society: the normalization of phrases like "I hate maths" or "I'm bad at maths." Curiously, such declarations are rarely heard in relation to other subjects like English. This begs the question: why do we seem to have different societal expectations for maths compared to English?
Parents and educators play pivotal roles in shaping children's attitudes towards maths. Unfortunately, many unwittingly perpetuate the narrative of being "bad at maths" through their own expressions of anxiety or inadequacy. This not only affects the children's perceptions but also impacts their academic potential.
Consider a scenario where a parent, struggling to assist their child with maths homework, admits, "I was never good at maths either." While intended to offer reassurance, such statements inadvertently reinforce the belief that maths ability is fixed and unchangeable. Consequently, children internalize these beliefs, adopting defeatist attitudes towards maths and limiting their own potential.
Research supports this notion. Studies have found that parental maths anxiety negatively affects children's learning outcomes. It's not the parents' maths knowledge that impacts the children's performance, but rather their anxiety-driven messages, such as "maths is hard" or "I was never good at maths." Researchers found that when mothers told their daughters they were not good at maths in school, their daughter’s achievement declined almost immediately (Eccles & Jacobs, 1986). Another study found that parents’ maths anxiety reduced their children’s learning of maths across grades 1 and 2 (Year 2 and 3 in the UK), but only if parents helped their children on their maths homework (Maloney, Ramirez, Gunderson, Levine, & Beilock, 2015). If they did not help them on homework, the parents’ maths anxiety did not detract from their children’s learning. If you are a parent reading this, don’t let this put you off. There is value in being honest with your child about how you finding it challenging as well and to model perseverance whilst working together through the problem. If you would like to access resources to support with developing your maths skills as an adult, see resources below.
Teachers also play a crucial role in shaping students' attitudes towards maths. Many primary school teachers I have worked with feel anxious about maths, usually because they themselves have been given fixed and stereotyped messages about the subject and their potential. Beilock, Gunderson, Ramirez, & Levine (2009) found that the levels of anxiety held by female elementary teachers also predicted the achievement of the girls in their classes, but not the boys.
Addressing the stigma surrounding maths requires a multifaceted approach. We must challenge societal norms and redefine the narrative surrounding mathematical proficiency. We need to emphasize the importance of effort, perseverance, and resilience in mastering mathematical concepts. Let’s focus on growth mindset approaches, “I’m not good at maths yet” and giving access to support for adults to develop their confidence in the subject.
References
Beilock, L. S., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2009). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863.
Eccles, J., & Jacobs, J. (1986). Social forces shape math attitudes and performance. Signs, 11(2), 367–380.
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 0956797615592630.
Resources
Challenge | Improve Your Maths Skills Today (nationalnumeracy.org.uk)
