Stop Saying “I’m Not a Math Person”—Here’s Why It Matters

“I’m not a math person.” You’ve probably heard someone say this before—you maybe even said it yourself.

If that sounds familiar, you’re not alone. Many people have had experiences with math that left them feeling out of place in math class or that led them to believe they weren't capable. The way math has historically been taught can sometimes reinforce the idea that only certain people are “math people,” even though that’s not the case.

What Are We Teaching Our Kids When We Say “I’m Not a Math Person”?

The Fixed Mindset Trap: How Labels Impact Your Child’s Math Confidence

Let’s unpack what we’re communicating to our children when we casually say “I’m not a math person” or “ask your dad, he’s the math person in this family.”

First, we’re essentially telling our children that some people are good at math and some people are not. It is easy for children to then extend this to decide they are “not math people” either. By saying we are “not math people” we are giving our children permission to decide they are “not math people.” We are leaning into a fixed mindset (hyperlink to mindset blog), and reducing the probability that our children will work to persevere and try to figure math out even when it becomes challenging. 

Our children may even internalize or extend our personal identity as “not a math person” to themselves.  In fact, one study found that when mothers told their daughters they were not good at math in school, their daughters’ math achievement declined soon after (Eccles & Jacobs, 1986). 

You Are a Math Person

Struggled With Math in School? That Doesn’t Mean You’re Not a Math Person

We also really want you to know the statement “I’m not a math person” is wrong because YOU ARE A MATH PERSON. All human beings are born mathematical. Our brains are wired to think mathematically (Butterworth, 2000). You may not have been successful with math in school, but this does not make you not a math person. This likely means you did not have the opportunity to learn math in a way that actually made sense to you. Math isn’t an exclusive club—everyone can develop mathematical thinking with the right support.

What about this “new math” my kids are learning?

“New math” might leave you feeling even more lost than ever before. If that’s true for you, it’s likely your school experiences didn’t offer you the opportunity to truly make sense of math as you worked through it. Traditional math teaching often meant simply repeating steps as the teacher put them on the board and hoping you remembered them for the test. One of the biggest goals of “new math” is to move away from just rote repetition of someone else’s work to students thinking about and understanding the math they are doing.

One of the reasons we are so passionate about “new math” and helping families understand and support their children with “new math” is because we truly believe it provides so many more opportunities for children to truly understand math. When children understand math, they KNOW they ARE “math people” and they can experience and appreciate the wonder and joy of truly doing math.

Changing the Conversation: What to Say Instead

How to Support Your Child’s Math Learning—Even If You Feel Lost

Let’s stop saying “I’m not a math person.” If you’re worried that you don’t know the math your child is doing for their homework, then start with “let’s try to figure this out together.” 

Letting your child know you don’t know how to do something yet is NOT the same as saying you’re not a math person. In fact, sharing that you don’t know how to do something yet, but you’re curious to learn how, communicates the opposite message! It shows you are open to learning even though you don’t have all the answers right away. It shows your child how to be a “math person” because that’s what math people do– they make sense of problems and persevere in solving them. 

Let’s Make Math Make Sense—Together!

And remember, we’re here to help you make sense of “new math” and build a foundation of math understanding and joy for your child. Make sure you’re signed up for our newsletter and follow us on social media for easy-to-try strategies and insights that make math make sense. Have a question or a math struggle you’d like help with? Drop us a comment or message—we’d love to hear from you!

References:

Butterworth, B. (2000). The Mathematical Brain. London: Macmillan.

Eccles, J. S., & Jacobs, J. E. (1986). Social forces shape math attitudes and performance. Signs: Journal of women in culture and society, 11(2), 367-380.