How Can Teachers Help Students Overcome Their Dislike of Mathematics?

How Can Teachers Help Students Overcome Their Dislike of Mathematics?

Introduction: The Teacher Can Change the Experience

Imagine a student who walks into a mathematics classroom already convinced that they will not understand the lesson.

Before the teacher writes the first equation on the board, the student has mentally withdrawn. They are afraid of getting the answer wrong, embarrassed to ask questions, and convinced that mathematics is simply not their strength.

Now imagine another experience.

A teacher notices the student's difficulty, takes time to explain the concept differently, provides a practical example, and encourages the student to try again. Eventually, something changes. The student understands a question they previously thought was impossible.

That small moment of understanding can make a significant difference.

For many students, their dislike of mathematics is not simply about numbers, formulas, or equations. It is connected to their experiences in the classroom, their confidence, the way concepts are explained, and how they are treated when they struggle.

Teachers therefore have an important responsibility. They must do more than complete the curriculum. They must create learning environments where students feel supported, challenged, and capable of making progress.

So, how can teachers make this happen?

1. Identify the Learning Gaps Before Teaching New Concepts

One of the biggest mistakes in mathematics instruction is assuming that every student has mastered the knowledge required for the next lesson.

Mathematics is cumulative. A student who struggles with fractions may find algebra difficult. A student who does not understand negative numbers may struggle with solving equations.

Instead of immediately labelling a student as weak, teachers should investigate what the student does not understand.

What teachers can do:

- Conduct short diagnostic assessments.
- Identify specific foundational weaknesses.
- Review prerequisite concepts before introducing advanced topics.
- Provide additional exercises based on individual learning needs.
- Monitor improvement over time.

For example, if a student struggles with solving linear equations, the teacher should first determine whether the difficulty comes from negative numbers, fractions, basic arithmetic, or the concept of equality itself.

The objective is to address the actual problem rather than repeatedly teaching a concept the student is not yet prepared to understand.

2. Make Mathematics Practical and Relevant to Everyday Life

Students often ask, "Why do I need to learn this?"

When mathematics appears disconnected from everyday experiences, students may struggle to appreciate its importance.

Teachers can change this perception by showing students how mathematical concepts are used in real situations.

For example:

- Percentages: Shopping discounts, sales taxes, and savings.
- Fractions: Cooking, sharing, and measurements.
- Algebra: Budgeting, phone plans, and calculating unknown quantities.
- Geometry: Building designs, architecture, and room measurements.
- Statistics: Sports performance, surveys, and everyday data.
- Probability: Games, weather forecasts, and decision-making.

Instead of simply asking students to calculate 20% of 150, a teacher could present a shopping scenario in which an item originally costs $150 and has a 20% discount.

Suddenly, the mathematics has a purpose.

Students begin to see that mathematics is not confined to textbooks and examination papers. It is part of the world around them.

3. Create a Classroom Where Students Are Not Afraid of Making Mistakes

Fear of embarrassment can prevent students from participating in mathematics lessons.

Some students know how to approach a problem but hesitate to raise their hands because they are afraid of giving an incorrect answer.

Others remain silent because previous experiences have taught them that asking questions may attract criticism.

Teachers must create an environment where mistakes are treated as opportunities for learning.

Practical strategies include:

- Never ridicule students for incorrect answers.
- Encourage students to explain how they arrived at a solution.
- Discuss common mistakes without identifying or embarrassing individuals.
- Praise effort, improvement, and thoughtful reasoning.
- Give students opportunities to correct their work.

A teacher can say, "Your approach is interesting. Let's examine where the calculation changed."

That response encourages thinking rather than shutting it down.

Students need to understand that making mistakes does not make them unintelligent. It is part of developing mathematical understanding.

4. Use Different Teaching Methods to Reach Different Learners

Not every student understands mathematics through the same explanation.

Some students need visual representations. Others benefit from practical demonstrations, guided examples, discussions, or independent practice.

When one teaching method does not work, teachers should be willing to try another.

For example, when teaching fractions, a teacher could:

- Draw diagrams showing parts of a whole.
- Use fraction strips or physical objects.
- Demonstrate fractions using everyday items.
- Introduce interactive digital activities.
- Ask students to explain the concept in their own words.

Technology can also support instruction.

Tools such as Desmos, GeoGebra, and Khan Academy provide opportunities for students to explore mathematical concepts through visualisation, interactive activities, and guided practice.

However, technology should support good teaching rather than replace meaningful teacher-student interaction.

The important principle is simple: if a student does not understand an explanation, consider changing the explanation before concluding that the student cannot learn.

5. Break Difficult Problems Into Manageable Steps

Sometimes students dislike mathematics because they are overwhelmed by the complexity of the questions presented to them.

A problem involving several operations may appear impossible when students do not know where to begin.

Teachers can reduce this frustration by breaking complex concepts into smaller, understandable steps.

For example, when teaching linear equations:

Instead of immediately presenting:

3(2x-4)+5=17

The teacher can first review:

1. Simplifying expressions.
2. Applying the distributive property.
3. Combining like terms.
4. Understanding inverse operations.
5. Solving for the unknown variable.

After students understand these individual skills, they can gradually combine them to solve more complex problems.

This approach allows students to experience progress instead of feeling overwhelmed.

6. Give Students Opportunities to Experience Small Successes

Confidence does not develop through encouragement alone. Students also need opportunities to experience success.

A student who has struggled with mathematics for a long time may not immediately believe that they can improve.

Teachers should therefore create achievable learning milestones.

For example, a student who struggles with algebra might begin by solving simple one-step equations before progressing to two-step and multi-step equations.

Each improvement provides evidence that learning is possible.

Teachers should recognise these achievements, even when they appear small.

Sometimes, the difference between a student who gives up and one who continues trying is the experience of successfully solving a problem they previously found difficult.

7. Stop Comparing Students and Respect Different Learning Speeds

Students do not develop mathematical understanding at identical rates.

Some grasp concepts quickly, while others need additional explanations and practice.

Comparing students publicly can damage confidence and create unnecessary competition.

Teachers should focus on individual progress rather than expecting everyone to perform at the same level at the same time.

This does not mean lowering expectations.

It means providing appropriate support so that every student has a meaningful opportunity to reach those expectations.

A student who improves from 30% to 65% has made significant progress, even if another student scores 95%.

Both achievements deserve recognition.

8. Encourage Mathematical Discussions and Collaborative Learning

Mathematics should not always be a silent activity in which students independently copy examples from the board.

Students benefit from explaining their thinking, discussing different approaches, and learning from one another.

Teachers can introduce:

- Small-group problem-solving activities.
- Mathematics games and puzzles.
- Peer teaching.
- Classroom challenges.
- Real-world mathematical investigations.
- Project-based learning activities.

For example, students could work in groups to plan a small business budget, calculate expenses, determine profit, and present their findings.

Such activities allow students to use mathematics while developing communication, teamwork, reasoning, and problem-solving skills.

9. Understand That Some Students Need More Than Classroom Instructionback, and persistence.

A teacher may explain a concept several times and still have students who need additional support.

This does not necessarily mean the teacher has failed or that the students are unwilling to learn.

Some students may have significant foundational gaps, mathematics anxiety, language barriers, or specific learning differences that require additional assessment and support.

Teachers should:

- Communicate with parents about persistent difficulties.
- Recommend targeted mathematics intervention where appropriate.
- Work with school support specialists when necessary.
- Provide additional practice and individual feedback.
- Monitor whether the strategies being used are actually helping.

The aim is to ensure that students do not continue struggling silently.

10. Help Students Develop a Growth Mindset Towards Mathematics

One of the most damaging statements a student can make is:

"I am just not a mathematics person."

When students begin to believe that mathematical ability is something they either have or do not have, they may stop making an effort.

Teachers can challenge this belief by helping students understand that mathematical skills develop through learning, practice, feedback, and persistence.

Instead of saying, "You are naturally good at mathematics," teachers can say:

"You have improved because you kept practising."

Instead of saying, "This is easy," they can say:

"This concept takes practice, but we can work through it together."

The language teachers use can influence how students perceive their own abilities.

Students need to understand that struggling with a mathematical concept today does not determine what they will be capable of understanding tomorrow.

Conclusion: Sometimes, one teacher can change a student's relationship with mathematics

Helping students overcome their dislike of mathematics requires patience, intentional teaching, and a willingness to understand individual learning needs.

It is not enough to tell students to practise harder when they do not understand the foundation of what they are learning.

Teachers must identify learning gaps, use practical examples, encourage questions, provide meaningful feedback, and create classrooms where students are comfortable learning from their mistakes.

Most importantly, they must recognise that every student comes into the classroom with different experiences, abilities, fears, and expectations.

A student who struggles with mathematics today should not be made to feel that their struggle defines their future.

Sometimes, all a student needs is someone who can explain the same concept differently, give them another opportunity, and remind them that they are capable of learning.

At Gablyn Learning Place, we believe that effective mathematics education begins with understanding the learner. Our responsibility as educators is not simply to teach mathematical procedures, but to develop confident thinkers who can reason, question, explore, and solve problems.

The goal is not just to help students pass mathematics examinations. It is to help them discover that mathematics is something they can understand, use, and even enjoy.

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A question for every mathematics teacher:

When a student repeatedly fails to understand a mathematical concept, do we question the student's ability, or do we examine our teaching approach and find another way to reach them?

Sometimes, changing the way we teach can change the way a student learns.