Maths is one of the subjects most likely to provoke a fixed mindset in children. Either they get it, or they don’t, runs the unspoken assumption, and once a child has decided which camp they are in, that view can be remarkably difficult to shift. Helping a child develop a growth mindset around maths, where struggle is part of progress rather than a sign of failure, can transform their entire relationship with the subject.
Watch your own language
Adults often pass on their own maths anxiety without meaning to. A parent who casually says they were never any good at maths sends a powerful, unintended message to their child. Even more so when the comment is gendered, with mothers in particular sometimes describing themselves to their daughters in ways that quietly close off ambition. The first step in building a healthy mindset is to notice and adjust the language being used at home.
Praise the process, not the talent
Children who are praised for being clever tend to avoid hard problems because hard problems threaten their identity. Children who are praised for working hard, for thinking carefully, or for being willing to try a different approach tend to embrace harder problems. The difference in language seems small, but the cumulative effect over the years is enormous.
Normalise getting stuck
Getting stuck is part of maths, even at the highest level. Mathematicians do not glide effortlessly from problem to solution. They pause, get confused, try the wrong thing, come back to it, and gradually find their way. Helping a child see that being stuck is not the end of the road, but the middle of the journey, is one of the most powerful things a parent can do. A girls’ school with strong mathematical provision reinforces this kind of healthy attitude, with teaching that values process alongside answers.
Resist the urge to step in too quickly
When a child is stuck on a maths problem, the temptation for parents is often to explain it. Sometimes this is helpful. More often, asking questions that prompt the child’s own thinking serves them better. What have you tried so far? What does the question seem to be asking? Is there something about this that reminds you of something we did before? Lady Eleanor Holles in Hampton has built a strong maths programme that takes exactly this kind of questioning approach, helping girls develop the confidence to keep working through difficulty rather than reaching for help at the first hurdle.
Celebrate the moments of struggle that lead to insight
There is a particular kind of pleasure in finally cracking a maths problem after a long struggle. Children who experience this kind of breakthrough learn something profound about effort and reward. Marking these moments, with a simple comment that you noticed how hard they worked and how it paid off, helps them connect persistence with achievement.
Connect maths to the real world
Children who see maths as something that happens only in a textbook are likely to lose interest in it. Helping them notice the maths in cooking, shopping, games, sport, music, and nature gives them a richer sense of what the subject is actually for. The maths becomes interesting rather than just necessary.
A healthy relationship with maths, built early and reinforced consistently, opens up academic and career possibilities for life. To find out more about a school that takes maths seriously, visit https://www.lehs.org.uk.
Author Bio
Lady Eleanor Holles School is an independent day school for girls in Hampton, south-west London, educating pupils from age seven to eighteen. The school is known for its academic excellence, particularly in mathematics and the sciences, and for its broad co-curricular programme.
This is a collaborative post.
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