Math: Love It or Hate It?
There doesn’t seem to be any in-between. Why?
When students decide they’re in the ‘hate it’ camp, it’s tough for them to switch sides. Carol Dweck’s research on growth mindset tells us that students’ beliefs about their abilities are critical to their academic achievement. If students believe they are inherently bad at math, they’ll often remain stuck in that mindset, feeling defeated before they even start.
The Role of Mindset in Math Struggles
Math struggle is real, not just about the numbers or complex equations. The challenge often lies in how math is perceived and taught. Many students feel disconnected from math because they view it as something they “just don’t get.” But what if the struggle is part of the learning process? What if struggling with math is not a sign of failure but a step toward math success?
When teaching math, it’s crucial to break through the barriers of fear and frustration that often cloud students’ perspectives. One of the most effective ways to achieve this is by fostering a growth mindset. When students realize that intelligence can grow and that even top mathematicians face challenges, their outlook shifts. Struggle becomes a normal part of learning, not a sign of their limitations.
Celebrating Small Wins on the Path to Math Success
For those who start in the “hate math” camp, the key to switching to the “love math” side often lies in small, consistent successes. These small victories can build confidence and help students realize that math success isn’t out of reach. Teachers should celebrate these moments of growth, reinforcing the idea that math is a skill to be developed over time, not an innate talent some people just have.
Here’s an activity that can help shift students’ thinking. Present your students with four numbers: 27, 423, 54, and 61, and ask them to decide which number does not belong in the group. As students share their reasoning, they’ll discover that there are multiple correct answers. For example, some may choose 54 by categorizing the numbers as odd versus even. Others might select 423 because it has digits in the ones, tens, and hundreds places. Or, they might notice that 27, 54, and 423 are all multiples of 3 and 9, making 61 the odd one out.
This activity highlights that there are many ways to approach a problem, and all answers can be valid based on different perspectives. By discussing the students’ reasoning and exploring their thought processes, you can help them see that effort and persistence lead to successful math learning. This reinforces the idea that math isn’t just about getting the “right” answer—it’s about understanding and growth.
Let’s make math enjoyable for our students who struggle with math!
Yes, math can be more fun! How? By incorporating math games into our sessions, we can make learning numbers engaging and stress-free. Games like Dutch Blitz, playing cards, Skip-Bo, and Uno are perfect for helping students practice number sense while having fun.
Want to add more math games to your toolkit? Check out our link for a free PDF download!
Shifting from Math Struggles to Math Success
Math doesn’t have to be a battleground. By shifting mindsets and teaching math in ways that emphasize growth, understanding, and relevance, we can help students move from struggling with math to succeeding in it. When students feel empowered to embrace the struggle and see it as part of the learning journey, math success is not only possible but inevitable.
If you have middle school students with a negative mindset towards math, register for our online one-day Rx 4 Math II workshop on November 9. Learn more at: https://nildcanada.org/event/rx-4-math-ii-nov-2024/