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Mathematics is fundamental in science, technology and daily life, and is crucial for modern economies (Ofsted, 2021). Despite its importance, many learners find mathematics complex and challenging. This blog post discusses factors behind mathematics blockage which include poor teaching, disengagement, emotional barriers, lack of foundational knowledge and home/school support.

Research shows that socio-cognitive, socio-cultural and psychological factors contribute to what is called a ‘blockage about mathematics’, leading to anxiety, frustration and even neural pain (Skemp, 1986; Slyman, 2014). Key causes of learners’ negative attitudes include poor teaching and low engagement. Learners often perceive mathematics as abstract, dull or irrelevant, especially as it becomes more complex after GCSE (General Certificate Secondary Education) level. While basic maths concepts, such as handling money, are relatable, learners struggle to connect advanced topics with real-world applications. This disconnection fosters disengagement and alienation from the subject.

‘While basic maths concepts, such as handling money, are relatable, learners struggle to connect advanced topics with real-world applications.’

In addition to disengagement, poor concentration and a lack of understanding of basic numeracy skills are significant issues. Without mastering foundational concepts, learners face greater difficulty in grasping more advanced material in secondary education and beyond (Slyman, 2014). The failure to understand early concepts leads to frustration and a cascading effect of confusion and demoralisation, which grows as the material becomes more abstract and seemingly irrelevant (Jarvis, 2003; Maloney et al., 2013). Emotional factors, such as fear, panic and confusion, also play a significant role in learners’ struggles with mathematics. These emotions are often triggered by cognitive challenges and can create a mental ‘blockage’ (Skemp, 1989; Lewis, 2013; Slyman, 2019). Many learners report feeling overwhelmed when facing mathematical problems, particularly those involving both numbers and letters. Negative emotions hinder their ability to concentrate and process information, making it harder to learn (Slyman, 2014). Emotional responses to difficulty in mathematics can also demoralise learners and undermine their confidence (McLeod, 1992).

‘A lack of support at home can lead to demoralisation and contribute to the development of a fixed mindset, further hindering learners’ engagement with mathematics.’

Mindset is another critical factor in how learners approach mathematical challenges. Learners with a ‘fixed mindset’ believe intelligence is inherent, and struggles with maths are viewed as confirmation of their limitations. This often leads to demotivation. In contrast, learners with a ‘growth mindset’ understand that effort is key to improvement and view mistakes as learning opportunities (Dweck, 2007). This mindset fosters resilience, allowing learners to persist through difficulties and eventually succeed through effort and revision. Parenting and the home environment also significantly influence learners’ attitudes towards mathematics. A supportive home environment encourages learning and fosters a positive attitude (Ruyter & Schinkel, 2013). When parents provide help with homework and encourage tackling difficult topics, learners develop confidence and autonomy in their learning. However, a lack of support at home can lead to demoralisation and contribute to the development of a fixed mindset, further hindering their engagement with mathematics.

In conclusion, many learners struggle with mathematics due to poor teaching, disengagement, emotional barriers and lack of foundational knowledge. These issues are compounded by feelings of irrelevance, confusion and anxiety, creating a mental ‘blockage’. Addressing these challenges requires fostering a growth mindset, building confidence and motivation, and providing support both at home and school. By encouraging persistence and offering guidance, learners can engage more effectively with mathematics, preparing them for future success.

References

de Ruyter, D. J., & Schinkel, A. (2013). On the relations between parents’ ideals and children’s autonomy. Educational Theory,Ìý63(4), 369–388.

Dweck, C. (2007). Mindset: The new psychology of success. Random House.

Goldin, G. A., Epstein, Y. M., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: Behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547–60.

Jarvis, M. (2005). Motivation. In Psychology of learning and teaching, Nelson Thornes.

Lewis, G. (2013). Emotion and disaffection with school mathematics. Research in Mathematics Education, 15(1), 70–86.

Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115–128.

McLeod, B. D., Wood, J. J., & Weisz, J. R. (2007). Examining the association between parenting and childhood anxiety: A meta-analysis. Clinical Psychology Review,Ìý27(2), 155–172.

Office for Standards in Education [Ofsted]. (2021). Research review series: Mathematics.

Skemp, R. R. (1986). The psychology of learning mathematics. Penguin Books.

Slyman, S. (2014). I hate maths! An investigation into learners’ attitudes towards mathematics [Unpublished MA thesis dissertation]. University of Roehampton.

Slyman, S. (2018). Games based learning in universities: A life learning experience. University of Roehampton.    

Slyman, S. (2019). Why change attitudes towards mathematics [Video]. TedxGul.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.