Let me tell you something I’ve come to believe with the kind of certainty usually reserved for death, taxes and the knowledge that a Year 7, fresh from primary, will ask whether they should write in pen or pencil – like it’s the biggest decision of their lives.
We talk a lot about attainment and ability in maths. Top sets. Bottom sets. Target grades. Predicted progress. But for me, confidence is the real unlock. Conversely, maths anxiety is a silent thief – sneaking in behind us, nicking potential while we’re too busy trying to get the visualiser to work.
Confidence is the key to success in maths. That’s it. That’s the post. Stop reading if you want.
It doesn’t matter how brilliant your scheme is, how jazzy your resources are, or how many CPD sessions you’ve sat through – if a child believes they’re rubbish at maths, the shutters are down before you’ve had the chance to say “Get ‘us books out!”
Turning ‘I Can’t’ into ‘I’m Getting There’
Back in my teaching days I had a steady stream of students convinced that maths was their sworn enemy.
“I hate maths.”
“I can’t do it.”
“Nothing you say will change my mind.”
And that was just the Year 8s on a good day.
But here’s the truth – they didn’t hate maths. Not really. They hated the feeling of not getting it. Of being behind. Of everyone else seeming to fly while they floundered. Sometimes that lack of confidence came out as behaviour issues. Often it just meant quiet withdrawal.
A Classroom Where You Can Get Things Wrong
So what did I do? Bribes with Haribo? Hypnosis? Brought Pythagoras back from the dead to teach my lessons?
Nope. Just a steady stream of small wins,
I deliberately made my classroom a place where it was fine to get things wrong – encouraged, even. Where struggle wasn’t failure but progress in disguise.
We cheered the “nearly” answers.
High-fived the one mark gained.
Celebrated every, “Wait… I think I’m starting to get this.”
That’s the gold dust. That’s how confidence is built – not in one miracle lesson, but through relentless, ordinary encouragement.
People said I went over the top.
I remember one observation clearly. “They’ve only done the first step – why the over-the-top praise?” the one observing me said.
Because last lesson, that same student wouldn’t write anything down for fear of being wrong. That’s why!
Confidence First
Confidence builds belief.
Belief builds progress.
Progress builds momentum.
And when that train gets moving? Watch out.
Imagine a world – go on, dare to dream – where people don’t say, “I was always terrible at maths” like it’s a charming personality trait.
Or a world where you can go for a curry with a bunch of English teachers without the bill being thrown at you with, “You work it out, you’re the maths one.”
One day, friends. One day.
Confidence isn’t optional. It’s not a nice-to-have. It’s the foundation.
And if we get it right – if every child leaves school believing they can do maths, even when it’s hard – then we won’t just build better mathematicians.
We’ll build a more resilient, capable nation – less likely to panic when the bill comes.
And that’s what Tony reckons.
Until next time.
