She’s Never Been a Math Person — But What Does That Actually Mean?

Have you ever found yourself saying, “My child is just not a math person”? You’re not alone. Many parents unintentionally limit their child’s math potential by accepting this misconception. But what if this mindset is actually a processing signal, a sign that your child needs a different approach to math education? The common advice to simply “practice more” or “try harder” can be misleading and even damaging, leading to a lifelong struggle with math.

The truth is, math ability is not fixed, and children who struggle with math can improve their skills with the right instruction and support. However, this requires a deeper understanding of the underlying processing differences that may be contributing to their struggles. By recognizing the complex, multi-system nature of math ability and the potential for neuroplasticity, parents and educators can take a more proactive and effective approach to supporting children’s math development.

Breaking Free from the “Not a Math Person” Mindset

When parents say their child is “not a math person,” it’s often a reflection of their own experiences and biases. However, this mindset can be limiting and damaging to a child’s math education. It’s essential to recognize that math ability is not fixed and can be developed through practice, proper instruction, and building confidence.

Research has shown that children who are told they are “not math people” or have a “math learning disability” tend to perform worse in math than those who are encouraged to view math as a skill that can be developed. This is because the brain is highly responsive to expectations and language. When we tell children they are “not math people,” we are inadvertently programming their brains to believe they are incapable of learning math, leading to a self-fulfilling prophecy.

The Power of Neuroplasticity

Neuroplasticity, the brain’s ability to reorganize and adapt, plays a crucial role in math education. With targeted practice and instruction, children can develop new neural pathways and strengthen existing ones, leading to improved math skills. This concept is supported by the International Dyslexia Association’s (IDA) recognition of the multi-system causation of dyslexia, which emphasizes the importance of addressing underlying processing differences rather than just symptoms.

For example, a child who struggles with math may have weaknesses in visual-spatial skills, working memory, or processing speed. By identifying and addressing these underlying differences, parents and educators can help children build a stronger foundation for math learning. This might involve using visual strategies, such as diagrams or charts, to help children understand mathematical concepts, or providing extra support and practice to build working memory and processing speed.

Concrete Strategies for Building Math Confidence

So, how can parents help their children build math confidence and develop a growth mindset? Here are some concrete strategies:

• Use visual strategies: Visual aids like diagrams, charts, and graphs can help children understand mathematical concepts and build spatial awareness.
• Make math relevant and engaging: Use real-world examples and applications to make math more interesting and meaningful.
• Focus on effort, not talent: Praise children for their effort and persistence, rather than their natural ability or talent.
• Provide opportunities for practice and review: Regular practice and review can help build math fluency and confidence.

Conclusion

In conclusion, the “not a math person” mindset is a limiting and damaging belief that can hold children back from reaching their full potential in math. By recognizing the power of neuroplasticity and using concrete strategies to build math confidence, parents and educators can help children develop a growth mindset and a more positive relationship with math. Remember, math ability is not fixed, and with the right support and instruction, any child can become a confident and capable math learner.