We all know, from personal experience, that mathematics evokes a broad range of emotions. In maths lessons, we’ve probably all had to navigate through frustration and confusion, doubt and even embarrassment; but then we may have also experienced the joy of a new discovery and the immense satisfaction that maths can bring.
For so many people, though, the uncomfortable emotions involved in learning maths are so dominant. We know how destructive this can be. And we know how common it is for adults to admit to children that ‘I was never any good at maths.’
Much has been done. Mistakes are embraced as opportunities to grow our brain; learning is broken into small steps so working memory isn’t overwhelmed; extra support helps children to keep pace. I wonder, though, if there’s still more ground to take in terms of helping children to self-regulate their emotional response in maths lessons.
Acknowledge the uncomfortable emotions that come with learning maths.
Firstly, I think it’s important to recognise that learning maths is, biologically, uncomfortable. Our bodies are always looking to maintain homeostasis. However, to prime us for learning, our brains release a chemical called epinephrine (adrenaline released in the brain). This heightens our focus and therefore supports learning, but it means that learning can be uncomfortable. Also, at a very primitive level, we are a social species. The desire to maintain our status ‘in the group’ is wired deep within us. Whilst I can encourage children to not compare themselves to their friends, at a very basic level it’s natural that doing maths could make us feel somewhat threatened. I think we should be open about this. Normalise it. Help children to see that they are not ‘doing it wrong’ if sometimes they feel this way! It’s just a product of our human wiring.
Recognise the physical manifestations of different emotions
Also, I think I could have been much more granular about the different emotions that can be experienced when learning maths. Consider the emotions frustration, embarrassment and apathy. All three are very different, with very different physical manifestations. For example, frustration could be thought of as being uncomfortable but helpful: it might drive us towards action and to a deeper level of focus. Embarrassment (which is experienced by children of across the attainment spectrum) has a much stronger social component. Processing embarrassment may require children to step away momentarily and regain their normal perspective. In contrast, apathy may be more associated with a reduction in psychological arousal: stepping out of apathy may require more action.
How can we help children to transition through some of these emotional states? By noting the physical sensations. By explaining that these responses are natural. And by emphasising that these emotions are temporary.
Helping children to transition through emotions
I love to celebrate the breadth of emotions that doing maths can generate. Before a lesson starts, I like to give an example emotion that children might experience (either an uncomfortable or a pleasant emotion). We can note how that emotion feels, why we have that response and what we can do if we feel that way. This dialogue helps children to see that these emotions are normal and that they are passing. Children shouldn’t feel ‘like they are doing it wrong’ if they experience a certain emotion in a maths lesson. It’s NORMAL to feel anxiety when learning maths! But, of course, we want children to transition through that state of feeling anxious, not to remain stuck in that emotional experience.
And, of course, there’s so much to enjoy on the other side! Relief, satisfaction, creativity, pride, motivation, surprise, joy, discovery…
The next steps
I am always looking for ways to outwork these ideas into something tangible that teachers can use in the classroom. Of course, the way in which we have these conversations will depend on the age, maturity and nature of the children. But maybe there are some prompts that I could create that would open up some great discussions in your classroom around emotional regulation in maths lessons? Or maybe you have a different perspective on this topic, or different insights to offer? I would love to know! Highlight my ignorance, help me to understand your context, raise your questions, give me your best ideas.
I want all children to experience the true emotional richness of learning mathematics.
Gareth Metcalfe Primary Maths 
Brilliant! Jo Boaler got me thinking more deeply about mindset with her mindset practice hexagons but the idea of professionals and pupils thinking about the impact of emotions is definitely needed. In lessons I’ve observed, pupils have empathy or frustration for Tiny when he is wrong! I wonder how this could relate to a concept cartoon with a question and characters expressing a range emotions to it as a class discussion.
I think this is a very good article! Emotions when studying maths should be talked about with our learners. Normalise feelings. Also normalise the learning cycle that when we meet a topic for the first time it may feel uncomfortable but this is normal as our brains, from a cognitive perspective, take time to re-wire. It takes time for sensory learning to turn to working memory and then turn to long term memory, concrete learning. This is normal human learning. I always say to my students “expect it may feel a strange concept today, be kind to yourself give yourself time, when we have revisited it a few time it will feel easier!” Wit my current groups we have successfully been through this process a fair few time and they trust me and the learning process now! It works! They can see that they now know things they didn’t before and it does take time. Most of all I’m not going to shout at them!