Behind the Numbers: Why Math Isn’t Adding Up for Many Children”
Many children across the world experience difficulty in understanding and solving problems in mathematics as well as in other academic subjects. This struggle has been a major concern for parents, educators, and psychologists for decades. The reasons behind these difficulties are complex and often interwoven with psychological, emotional, social, and educational factors. While some cases may reflect deeper psychological challenges, for many children, such struggles are a normal part of their cognitive and emotional development. Understanding these reasons is essential to support children’s academic growth effectively and compassionately.
One of the most significant causes behind academic difficulties, particularly in subjects like mathematics, is anxiety and fear of failure. Math anxiety is a well-researched phenomenon where students experience intense fear or nervousness while dealing with numbers. This anxiety can be triggered by previous failures, strict or unsupportive teachers, or negative reinforcement at home. Once a child begins to associate a subject with stress, their cognitive ability to focus and understand new concepts diminishes. This is not limited to mathematics; similar anxiety can be observed in children who struggle with language subjects, science, or even art.
The fear of being judged or ridiculed for making mistakes can lead to withdrawal and avoidance, further widening the gap in learning. Another core factor is the difference in learning styles. Children are unique in how they absorb and process information. Some are visual learners, others auditory, and some are kinesthetic—learning best through movement and hands-on activity. Traditional classroom settings often emphasize auditory and visual methods, which may not be effective for all students. For example, a child who learns best through practical application may struggle to grasp abstract mathematical theories presented on the board. If the teaching approach does not align with the student’s learning style, the result is often confusion, boredom, and disinterest. Cognitive development also plays a crucial role. Not all children develop cognitive skills at the same pace.
Some may have delays in developing logical thinking, memory retention, or attention span, which are essential in subjects like math and science. Children with attention deficit hyperactivity disorder (ADHD), for instance, often find it difficult to concentrate on tasks that require sustained mental effort. Similarly, those with learning disorders such as dyscalculia or dyslexia might struggle with number or word recognition, making problem-solving a challenging task. In such cases, difficulties in understanding subjects are not just normal developmental issues but can also be rooted in specific psychological or neurological conditions that require proper assessment and intervention. A child’s emotional state and environment at home can significantly impact their academic performance. A child going through emotional turmoil—due to parental conflict, neglect, excessive pressure, or trauma—may not be mentally present or emotionally equipped to engage in studies. When the mind is preoccupied with emotional stress, the brain’s ability to process academic content is compromised. Moreover, children from homes that lack educational resources or where education is not prioritized may struggle to keep up with their peers. The lack of a supportive learning environment and encouragement can result in a lack of motivation and confidence Teaching methods and school systems are also to be considered. In many educational institutions, especially where student-teacher ratios are high, individualized attention becomes impossible. Teachers may not have the time or training to take care of children who need alternative approaches to learning. Rigid curricular , lack of practical application, and an emphasised on memorization rather than understanding further alienate students who think differently. Mathematics, for example, is often taught as a set of rigid formulas without showing how they connect to real-life situations, making it abstract and meaningless to many children. The pressure to perform well academically also contributes to a child’s difficulty in subjects. In many cultures, academic excellence is overemphasized, and children are compared constantly.
This performance-driven culture forces children to focus more on results than on understanding. When a child receives criticism for scoring low or for not being able to understand a concept quickly, it damages their self-esteem and makes them afraid of trying again. This fear of failure often leads to avoidance behaviour, where the child starts to disengage from learning altogether. Language barriers also play a part in academic difficulties, particularly in subjects that rely heavily on comprehension and communication. A child studying in a language that is not spoken at home may struggle to understand instructions, explanations, or even the questions posed in exams.
This barrier makes subjects like mathematics more complicated, as even word problems can become confusing when the child does not fully understand the context or vocabulary. Furthermore, peer pressure and comparison can influence a child’s academic confidence. When children constantly see their peers performing better or receiving praise, they may begin to internalize the belief that they are not capable. This negative self-image reinforces a fixed mindset, where the child starts to believe that intelligence is static and that no amount of effort will improve their performance. Such beliefs hinder coping ability and make children give up easily when faced with challenges. Lastly, the lack of engagement and connections in subjects often makes them hard for children to relate to. Many students ask, “Why do I need to learn this?” because they fail to see how academic subjects connect to their real lives or future aspirations. Subjects like mathematics, history, or science are often taught in isolation, without demonstrating how they are useful outside the classroom. This disconnect makes learning feel like a chore rather than a meaningful experience, leading to disinterest and poor performance.
In conclusion, most learning difficulties among children are not necessarily rooted in psychological problems but are often a normal part of their developmental process and can be corrected with the right support, patience, empathy, flexibility, and individualised care. However, in some cases, these difficulties may stem from deeper psychological or neurodevelopmental factors that require early identification and professional intervention. Therefore, understanding each child’s unique needs is essential for enhancing effective learning and emotional well-being.
Dr Mehjabeen
Founder Vision High Mental Health Wellness
www.drmehjabeenvisionhigh.com
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