Modeling a Growth Mindset and Recognizing Early Warning Signs of Math Anxiety
Introduction
Math can be a source of stress for many students, but for some, that stress escalates into math anxiety—a deep-seated fear that can hinder learning and long-term success. Parents and educators play a critical role in shaping how students perceive their ability to learn math, and one of the most powerful tools in their toolkit is modeling a growth mindset.
A growth mindset, a concept developed by psychologist Carol Dweck, is the belief that intelligence and abilities can be developed through effort, persistence, and learning from mistakes. In contrast, a fixed mindset assumes that abilities are innate and unchangeable. When parents and educators demonstrate a growth mindset, they help students develop resilience, confidence, and a willingness to tackle challenges, especially in subjects like math, where frustration can easily take hold.
But what happens when a student’s struggle turns into avoidance, anxiety, or self-doubt? Recognizing the early warning signs of math anxiety is crucial, as catching it early can prevent a cycle of failure and disengagement. Left unchecked, math anxiety can erode confidence, lead to avoidance behaviors, and create lasting barriers to success in STEM-related fields.
In this article, we’ll explore:
✅ How a parent’s or educator’s mindset influences a student’s approach to math.
✅ Key warning signs that signal a student may be developing math anxiety.
✅ Actionable strategies to intervene early and support a positive math learning experience.
🔗 For a deeper dive into the benefits of a growth mindset, check out our previous article: Embracing a Growth Mindset. And if you’re looking for practical strategies to help students overcome math anxiety, don’t miss our guide: Helping Neurodiverse Students Overcome Math Anxiety.
Let’s begin by understanding why a growth mindset is necessary in math, particularly for students who learn or think differently.
The Role of Growth Mindset in Math Learning
A child’s confidence in math doesn’t develop in isolation—the attitudes and behaviors of the adults around them profoundly influence it. Parents and educators who model a growth mindset help students see that math ability isn’t fixed but rather something that improves with effort, practice, and the right strategies.
Growth Mindset vs. Fixed Mindset in Math
A growth mindset is the belief that abilities and intelligence can be developed over time. In contrast, a fixed mindset assumes that you either have or don’t have math skills.
Consider these two perspectives:
🔴 Fixed Mindset: “I’ve never been good at math, so I don’t expect my child to be good at it either.”
🟢 Growth Mindset: “Math can be challenging, but with practice and the right approach, we can improve.”
🔴 Fixed Mindset: “You’re either a math person or not.”
🟢 Growth Mindset: “Math is a skill, just like reading or playing an instrument—it improves with effort, feedback, and good strategies.”
Research shows that when students believe their intelligence is malleable, they are more willing to persevere through challenges rather than shutting down at the first sign of difficulty.
🔗 Check out our article, Embracing a Growth Mindset, for a more in-depth discussion on growth mindset principles.
How Parents & Educators Influence Math Mindset
Even well-intentioned comments can reinforce a fixed mindset if they emphasize natural ability over effort. Here are a few ways adults can foster a growth mindset in math learning:
✅ Praise effort, not just ability.
Instead of “You’re so smart!” say, “I love how hard you worked on that problem!”
This reinforces the idea that success comes from effort, not innate ability.
✅ Normalize mistakes as part of learning.
Instead of “Don’t worry about that mistake,” say, “Mistakes help us understand where we need to grow.”
When children fear making mistakes, they may avoid math entirely.
✅ Reframe struggles as part of the process.
Instead of “I was never good at math either,” say, “I struggled with this too, but I kept practicing and got better.”
Parents who openly express their math anxiety can unintentionally pass it on to their children.
Why Neurodiverse Students Need Growth Mindset Support
For neurodiverse learners—such as students with dyscalculia, ADHD, or dyslexia—a growth mindset is especially important. These students may need more time, different strategies, or multisensory approaches to build math understanding, but that doesn’t mean they can’t succeed.
To support neurodiverse learners:
✔ Use a strengths-based approach. Focus on what they do well and connect math to their interests.
✔ Provide structured, scaffolded learning. The Concrete-Representational-Abstract (CRA) method is particularly effective for students with dyscalculia.
✔ Model persistence. Show that struggle is normal and that problem-solving strategies matter more than speed.
The way adults talk about math shapes how students approach challenges. A growth mindset lays the foundation for resilience—but recognizing early signs of math anxiety is just as crucial.
Early Warning Signs of Math Anxiety
Math anxiety isn’t just disliking math—it’s an intense emotional reaction that can hinder learning, create avoidance behaviors, and lead to long-term academic struggles. Recognizing the early warning signs can help parents and educators intervene before math anxiety takes hold.
What Does Math Anxiety Look Like?
Math anxiety manifests in different ways, but common warning signs include:
🚨 Avoidance Behaviors
Procrastination: Students put off math homework or studying until the last minute.
Refusal to attempt problems: They claim they “don’t know how” before even trying.
Frequent bathroom breaks or distractions: A student suddenly needs to sharpen a pencil or leave the room when it’s time for math.
🚨 Physical Symptoms
Headaches, stomachaches, nausea, or dizziness before math activities.
Increased heart rate or sweating when faced with a math-related task.
Tense posture or fidgeting while working on math problems.
🚨 Emotional Responses
Panic or freezing up during math assignments, tests, or casual discussions about math.
Tearfulness, frustration, or anger when struggling with math concepts.
Shutting down or disengaging rather than asking for help.
🚨 Negative Self-Talk
“I’m just bad at math.”
“I’ll never understand this.”
“Math isn’t for me.”
“I always mess up in math.”
This internalized belief can reinforce avoidance and deepen anxiety, making it harder for students to engage with math confidently.
Is It a Normal Type of Struggle or Math Anxiety?
It’s normal for students to struggle with math concepts—it’s part of learning! However, the key difference between a normal struggle and math anxiety is emotional intensity combined with avoidance.
Normal Math Struggle
Frustration when a concept is challenging but still tries
Takes a break and comes back to the problem
Needs extra time to grasp a concept but improves
Willing to ask for help
Math Anxiety
Avoids or refuses to engage in math altogether
Has a meltdown, freezes, or panics
Believes they will never “get” math no matter what
Fears asking for help, feeling “stupid”
If a student repeatedly shuts down, avoids math, or displays physical anxiety symptoms, it’s a strong indicator that math anxiety is present.
🔗 For more insight into the impact of math anxiety, check out our article: Helping Neurodiverse Students Overcome Math Anxiety.
Now that we know how to spot math anxiety early let’s explore how to intervene effectively and support a positive math learning experience.
How to Intervene Early and Support a Healthy Approach
Recognizing math anxiety is the first step, but what comes next? Parents and educators can play a proactive role in reshaping a student’s experience with math. The key is to build confidence, reduce anxiety triggers, and create an environment where mistakes are seen as part of learning—not something to be feared.
Normalize Mistakes and Reframe Struggle
Students with math anxiety often see mistakes as proof they “aren’t good at math.” Instead, we can shift their perspective by modeling how mistakes help us grow.
✅ Say this:
“Mistakes show us where we need to focus our learning.”
“Your brain is getting stronger every time you work through a tough problem.”
❌ Avoid this:
“That’s wrong—try again.”
“You should know this by now.”
Encouraging students to see mistakes as part of the process lowers their fear of failure and keeps them engaged.
Use Low-Stakes Math Activities to Build Confidence
If students feel pressure every time they do math, they will associate it with anxiety. Introduce low-stakes, engaging math experiences to rebuild their confidence.
🔹 Real-world math: Cooking, budgeting, or estimating distances in everyday life.
🔹 Math games: Board games like Prime Climb, Math Dice, or digital apps with adaptive difficulty.
🔹 “Math journaling”: Encourage students to write about their thought process in solving a problem, helping them see progress over time.
By removing pressure from math practice, students can build positive associations with problem-solving.
Provide Structured, Supportive Practice (CRA Method)
For students with dyscalculia or other learning differences, a Concrete-Representational-Abstract (CRA) approach can make math more accessible.
🔹 Concrete (hands-on objects): Use manipulatives like base-ten blocks or fraction tiles.
🔹 Representational (visual models): Draw number lines or bar models.
🔹 Abstract (symbols and equations): Only transition to numbers once understanding is solid.
Many students develop anxiety because they are pushed into abstract math before they’re ready. If they struggle, go back a level—from abstract to representational or from representational to concrete.
🔗 For more Scaffolding strategies tailored to neurodiverse students (such as the CRA method), check out:Breaking Down Math Tasks: A Guide to Scaffolding for Success.
Strategies for Goal Alignment
• Regular Check-Ins: Schedule structured check-ins—bi-weekly, monthly, or quarterly—to revisit and adjust goals based on the student’s evolving needs.
• Celebrate Progress in Context: Use gain thinking to frame updates in terms of what has already been achieved, rather than what remains to be done.
• Create Shared Plans: Develop a learning plan that outlines short- and long-term goals. Include specific roles for parents, tutors, and educators to ensure everyone contributes effectively.
Encourage Self-Reflection and Reframe Anxious Thoughts
Students with math anxiety often get stuck in negative self-talk. Teaching them to reframe their thoughts can help them regain confidence.
🧠 Cognitive Reframing Exercise:
Ask students to write down a negative math thought, then work together to reframe it into an affirmation.
Negative Thought
“I’m just bad at math.”
“I always mess up.”
“I can’t do this.”
Reframed Thought or Affirmation
“I can get better at math with practice.”
“Mistakes help me learn and improve.”
“I can’t do this yet, but I’m learning how.”
This practice helps students take control of their mindset rather than letting anxiety dictate their learning experience.
Seek Support if Math Avoidance is Persistent
If math anxiety is severe, additional support can make a big difference.
✔ Work with a math specialist or tutor trained in supporting neurodiverse learners.
✔ Advocate for accommodations at school (extra time, alternative assessments) if needed.
✔ Encourage a team approach—communicate with teachers, tutors, and school staff to ensure consistency.
The goal isn’t just to reduce anxiety but to replace it with confidence and success.
Seek Support if Math Avoidance is Persistent
If math anxiety is severe, additional support can make a big difference.
✔ Work with a math specialist or tutor trained in supporting neurodiverse learners.
✔ Advocate for accommodations (extra time, alternative assessments) if needed.
✔ Encourage a team approach—communicate with teachers, tutors, and school staff to ensure consistency.
Parents, tutors, and educators all play a role in helping a student build math confidence. When these groups align their efforts, students receive consistent support across home, school, and tutoring sessions, reinforcing their progress.
🔗 For a deeper dive into how collaboration can support math growth, check out our post Collaborating for Confidence: Aligning Parents, Tutors, and Educators to Support Math Growth.
The goal isn’t just to reduce anxiety but to replace it with confidence and success.
Conclusion: Shaping a Positive Math Mindset
Math anxiety doesn’t have to define a child’s experience with math. By modeling a growth mindset, recognizing early warning signs of anxiety, and intervening with structured support, parents and educators can break the cycle of math fear and replace it with confidence.
Resilience Over Perfection
Students learn not just from what we teach but from how we approach challenges ourselves. When adults demonstrate persistence, problem-solving, and a willingness to learn, students internalize these behaviors. Prioritizing resilience over perfection creates a foundation for lasting success success.
Your Mindset Matters, Too
A parent’s or teacher’s own feelings about math can significantly impact a child’s confidence. If an adult frequently says, “I’m just not a math person,” children may believe the same about themselves. Shifting how we talk about math—from a subject of fear to a skill that can be developed—makes a difference.
Next Steps: Support and Resources
If you’re ready to take action, here are some valuable next steps:
📌 Want to explore growth mindset strategies in more depth? Read:
📌 Need intervention strategies for an anxious learner? Read:
🔗 Helping Neurodiverse Students Overcome Math Anxiety
📌 Not sure if your child is showing signs of math anxiety?
📥 Download our free Quick Guide to Recognizing Early Signs of Math Anxiety.
📌 Need personalized support?
📅 Schedule a free call with Dyscalculia Tutoring, and let’s find a path forward together!
Taking small, intentional steps can help your child or student build confidence in math—one positive experience at a time
Contact us today to learn how we can support your student’s learning journey! (link to www.dyscalculiatutoring.com/call)
