Tackling maths anxiety in young learners: how can parents help? (part 2)

"Without mathematics, there is nothing you can do. Everything around us is maths and numbers", says Devi Shakuntala, the Indian mathematician known as the 'Human Computer'.

In our first article, we discussed what maths anxiety is and how it affects children's performance in the subject. We further explained how deep thinking and 'grit' should be valued over speed and formulae. Using the wisdom of Shakuntala, let's now explore how parents can tap into the real-life maths opportunities that exist in a child's daily life to enhance their mathematic journey and experience that feeling of pleasure from numbers.

Foulds and Thomas (2024) put forward the idea that maths should be a pleasure for all – everybody should experience the joy of grappling with a problem, finding a breakthrough, and bringing it to a solution.

What can parents do at home?

Due to its plasticity, the brain of a young child is much more sensitive to experience in the first few years of life (Tierney & Nelson, 2009). Capitalise on this by building your child’s numeric sense early, by counting concrete objects, like cars on the street, with them.

Frequent counting of things your child can see, or touch will strengthen their understanding of numeric relationships, helping them feel confident when numbers are introduced at pre-school and giving them a sense of what these numbers represent.

Following recipes to bake and cook is another brilliant way to get your child exploring numbers. By using fractions, measuring on weighing scales and calculating ratios, they will be practising mathematical skills without even realising it.

When shopping, leave your debit card in your wallet and encourage your child to make purchases with cash. A young child will be delighted to have €5 to spend in cheaper shops. Gently encourage their minds with different questions: "How many cars can you get for €5? Do you want one big car for €5, or two smaller cars? How much are they altogether?"

For older children, encourage bargain hunting. Have them look for discounts and calculate how much they will save with, for example, 50% off. Even if they are somewhat maths-averse, they will likely be motivated to do the calculation if it involves something they want to buy.

At the cash register, step back and let your child complete the purchase themselves: "Will you get any change? Let's check to make sure it's correct."

When it comes to homework, work alongside your child rather than simply buying a subscription to a maths website and hoping for the best. Engage them by practising together on websites and encouraging them to discuss their mathematical thinking and strategies.

Focusing on how they arrived at an answer, rather than just whether it is right or wrong, can build a deeper understanding and boost their confidence in maths.

Number fluency: building strong foundations in maths

Consistent practice of mathematical fundamentals is crucial. Thomas and Foulds explain that mathematics is a hierarchical subject – mastery of one layer is necessary to fully grasp the next. Without this foundation, gaps are likely to grow exponentially.

We are all familiar with the idea of speaking another language fluently, but did you know that in the classroom, teachers also look for fluency with numbers? Once number fluency is achieved, a child's working memory is freed up to focus on learning more advanced mathematical skills, such as operations with fractions.

Parents can help at home by looking for signs of number fluency if they are supporting or providing extra maths practice for their child. In her 2018 Number Talks book series, Nancy Hughes points out that early maths deficits can have devastating effects on later learning.

So, it's important to go back to basics with your child, starting with number bonds to 10, 20, 50, 100, 500, and 1,000. For example, how quickly can your child get to 100 if they start with 75? A plethora of resources for practising number bonds exists online.

Next, tackle the all-important times tables. When helping your child learn their times tables, check if they can recall the answers quickly without mentally searching or counting. The Power of 2 coaching manual by David J Sharp, which can be easily ordered online, is a great resource to help children develop mental calculation skills and number instincts using effective strategies.

Lastly, keep in mind that practising with your child in short, frequent sessions (known as 'spaced practice') is far more effective than occasional, intensive ones.

Creating a positive mindset towards maths

Knowing that maths anxiety can cause mental blocks and emotional strain for learners, it is essential to help your child develop a growth mindset about their maths ability. Be mindful of your words when discussing maths with your child. Many adults remember their own experiences with maths as stressful or even traumatic.

It is important for parents (and teachers!) to recognise how their own feelings about maths can influence children. Expressing fear or dislike of maths can unintentionally add to the challenges that children might already be facing.

By being aware of what you say, you can help create a more positive and pleasurable environment for your child to learn and grow in their maths skills.

You can model positive language for your child, such as saying "I can't multiply fractions by myself yet, but I'm working on it, and I'll get it soon". Encourage them to see mistakes as opportunities to learn. A child who believes they can improve and understands that hard work and practice are the keys to success will eventually close the achievement gap with their peers.

Hughes (2018) reminds us that maths success is built on effort – not just ability. Focus on praising your child's attitude towards the subject and their progress, rather than solely on their performance, achievements, or grades.

Communicating with your child's school

Finally, parents need to be proactive with the school as they know their child better than anyone. If you suspect an underlying weakness, speak to your child's teacher to share your concerns and observations. Deeper issues, such as dyscalculia, should be flagged and investigated as early as possible.

You can also ask what support measures the school is putting in place to help your child.
 
As we conclude our two-part series on maths anxiety and how parents can be empowered to help their child to enjoy and succeed in the domain of mathematics, we wish the junior mathematicians of Luxembourg all the best on their learning journey this school year.

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References

Foulds, P., & Thomas, D. (2024). How to fix the primary maths curriculum. TES Magazine.18th September 2024.

Hughes, Nancy (2018). Classroom-Ready Number Talks for Third, Fourth and Fifth Grade Teachers. Ulysses Press.

Tierney, A. L., & Nelson III, C. A. (2009). Brain development and the role of experience in the early years. Zero to three, 30(2), 9.

Shakuntala, Devi (1984). The Book of Numbers. Educa Books.