How to Help a Child Who Says “I’m Bad at Maths”

Most children lose confidence in their mathematical ability at some stage. This can happen well before they reach a point where they are genuinely unable to improve in mathematics. A difficult worksheet or a few incorrect answers can make a child feel that they are not as capable as their classmates. Before long, they may convince themselves that they are “bad at maths” and that they “can’t do” a particular task.

Most importantly, adults should avoid agreeing with a child’s negative judgement of their own ability. This includes comments such as “You’re just not a maths person.” Statements like this can give children a fixed view of mathematical ability and reduce their sense of control when solving maths problems. This type of comment is better replaced with a problem-focused response.

Also try to break a maths task into several smaller steps. An anxious child may feel overwhelmed by a full page of questions. By covering part of the worksheet or working through one question at a time, a child may feel more relaxed as they experience success with each completed task.

Children can also use maths in everyday situations. For example, while shopping for a meal at the supermarket, children can use addition to calculate the total cost; children helping in the kitchen can practise fractions; children playing with building blocks can use measurement; and children playing board games can practise multiplication in an enjoyable way.

Encouragement should focus on a child’s effort, problem-solving strategies and persistence when work becomes difficult. It is still helpful to say “Well done!” even when every answer is not correct. Comments such as “You kept trying even when that was difficult,” “That was a good idea,” “I like the way you approached that,” “You found another way to solve it,” or “I can see that you are working really hard” can motivate children to continue practising their maths skills.

Including mistakes in problem-solving activities encourages children to focus on the learning process and teaches them to view mistakes as opportunities for improvement and growth. This way of viewing mistakes can reduce embarrassment and help children develop stronger problem-solving skills.

A short 10-minute practice session is often better than a long, stressful practice session. Games, flashcards, number puzzles and other simple activities can all be used to make maths practice more enjoyable.

Even with this support, some children may continue to struggle with basic maths concepts. In these situations, it can be worthwhile speaking with their teacher, as difficulties may be linked to learning gaps or other needs that can be addressed through additional classroom support.

Children who say they are “bad at maths” are often expressing frustration about being unable to complete certain tasks or understand particular concepts. With appropriate support and regular practice using maths activities they can successfully complete, children can gradually build greater confidence in their mathematical ability. A child may take time to develop confidence in the subject. Children can be encouraged to practise maths in a calm, supportive environment and to understand that progress does not need to be immediate. Small improvements in learning should be noticed and acknowledged. They should also be given choices about how they practise maths, such as through games, puzzles, practical activities or short written tasks. Children who feel supported rather than judged are more likely to continue with difficult problems and develop a positive attitude towards learning. With regular practice, positive feedback and appropriate support, children can move from believing they are “bad at maths” to feeling more confident and willing to keep practising.