Building Maths Confidence Early
For many children, maths can feel intimidating. Yet, early confidence in maths is not just about academic success - it’s also about developing skills like problem-solving and logical thinking that benefit learners for life.
Research has shown that children who develop a strong foundation in maths during early years are more likely to succeed in school and beyond. So, how can parents and educators make maths approachable and enjoyable? This blog explores evidence-based strategies to help young learners succeed in maths.
Why Early Maths Confidence Matters
Early maths skills are critical predictors of later academic achievement. Studies, including those by Duncan et al. (2007), highlight that early numeracy is even more predictive of later academic success than literacy skills.
When children build confidence in their maths abilities, they are more likely to:
Engage in problem-solving with curiosity and persistence.
Retain foundational knowledge for advanced maths concepts.
Develop a growth mindset, believing effort leads to improvement (Dweck, 2006).
Conversely, maths anxiety - a real and documented phenomenon - can hinder performance and discourage learners (Ramirez et al., 2013). Early positive experiences with maths can help prevent this.
Evidence-Based Strategies to Build Maths Confidence Early
1. Make Maths Relevant to Daily Life
Research supports embedding maths into everyday routines to improve engagement. Activities like counting during grocery shopping, measuring ingredients while cooking, or discussing patterns in nature align with the "real-world learning" approach (Ginsburg, Lee, & Boyd, 2008).
Example:
Ask your child to help count apples at the store.
Use everyday moments to highlight shapes and sizes, such as comparing cups or boxes.
2. Celebrate Effort Over Accuracy
Dweck’s (2006) research on growth mindset emphasises praising effort, not just correct answers. Highlighting the process encourages children to see challenges as opportunities to grow.
Example:
Instead of saying, "You got it right!" say, "I love how you kept trying until you figured it out!"
3. Playful Learning Enhances Retention
Incorporating games into learning taps into the motivational benefits of play. Studies show that game-based learning improves maths performance and reduces anxiety (Bragg, 2012).
Ideas:
Use board games like Snakes and Ladders for counting practice.
Explore digital tools like Prodigy or NumberBlocks for engaging maths lessons.
4. Visual and Tactile Learning
Young learners benefit from using manipulatives - hands-on tools like blocks, counters, or beads. Research by Carbonneau, Marley, and Selig (2013) demonstrates that these tools help solidify abstract mathematical concepts.
Example:
Use LEGO bricks to teach addition and subtraction by building towers of different heights.
5. Model Positive Maths Attitudes
Children often mimic adult behaviors and attitudes. Research suggests that parents’ and teachers’ attitudes toward maths significantly influence children’s perceptions (Maloney et al., 2015). Avoid saying, "I’m bad at maths," and instead model enthusiasm for learning.
How Early Maths Confidence Supports Lifelong Success
Research indicates that early maths proficiency predicts later academic and career success. According to The National Mathematics Advisory Panel (2008), numeracy skills are fundamental to fields like engineering, technology, and finance. Beyond academics, confidence in maths fosters logical reasoning, problem-solving, and decision-making - skills vital for adulthood.
At The Study Nook, we focus on supporting the development of these skills through engaging, evidence-based teaching practices, ensuring every child builds confidence and succeeds.
References
Duncan, G. J., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Ramirez, G., et al. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202.
Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22(1), 3-23.
Bragg, L. A. (2012). The effect of mathematical games on on-task behaviors in the primary classroom. Mathematics Education Research Journal, 24, 385-401.
Maloney, E. A., et al. (2015). Intergenerational effects of parents' math anxiety on children's math achievement and anxiety. Psychological Science, 26(9), 1480-1488.
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380-400.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education.
