Why Some Children Struggle With Math — And What Helps

---

When Maths Becomes the Problem Subject

Maths difficulties in children tend to show up early and compound quickly. Maths is the subject most children say they hate, and the one where confidence tends to collapse earliest. By upper primary, many children have decided they are simply not maths people. In many cases, the issue lies in how the subject has been taught.

Why Maths Instruction Often Doesn’t Work

There are a few recurring patterns in how maths is typically taught that can make it harder than it needs to be.

Abstract before concrete — children are shown symbols and operations before they understand what those symbols represent. A child who hasn’t grasped what addition does with real objects will struggle to manipulate it on paper.

Memorisation over understanding — following a procedure and understanding why it works are separate skills. Children who memorise steps without understanding them tend to manage in early years, then struggle when problems require thinking rather than recall.

Time pressure — timed tests and speed drills can create anxiety and favour fast processors over deep thinkers. A child who understands a concept but works slowly may consistently underperform, and start to believe they are bad at maths.

No connection to real life — when maths exists only on worksheets, children have no obvious reason to engage with it and no way to make it meaningful.

Children who learn through concrete objects before moving to abstract symbols tend to develop deeper understanding and retain it longer. This is well supported by research.

What the Research Shows About Maths Learning

Research on maths learning points consistently in the same direction.

Starting with physical objects — children need to experience what an operation does before working with symbols. Combining groups of blocks or measuring ingredients builds the foundation that abstract notation cannot provide alone.

Connecting to real problems — starting with a genuine situation — adjusting a recipe or working out change — gives the maths a purpose. The concept follows more naturally when the child already understands why it’s needed.

Asking why, not just how — good maths teaching focuses on understanding what each step does. A child who understands the logic can reconstruct a forgotten procedure; one who only memorised it cannot.

Allowing different approaches — some children visualise, some draw, some use objects. Multiple valid methods reflect genuine understanding rather than a single memorised route.

Removing time pressure — accuracy and understanding matter more than speed. For children who struggle with recall under pressure, calculators are practical tools that remove a barrier to thinking.

What Parents Can Do

The most practical step is to bring maths into daily life. Cooking and building involve real mathematical thinking. A child who regularly uses maths to solve actual problems develops number sense that worksheets rarely build.

Keeping hands-on materials available — blocks and measuring tools — means that when a concept isn’t landing, working with physical objects is an option.

Language around maths matters too. Phrases like “I was never good at maths either” can pass on a fixed mindset before a child has had a fair chance. Framing maths as something that takes practice — like a sport or an instrument — is more accurate and more useful.

When homework is a struggle, the approach may need to change. A method that isn’t working for a child is a teaching problem, and a different approach tends to be more productive than more repetition of the same one.

When seeking a tutor, someone who teaches conceptually — who focuses on understanding rather than procedure — is more likely to make a difference than one who runs through more of the same methods.

When It Might Be More Than Teaching

Some children have genuine processing difficulties that affect mathematical learning, even with good instruction. Around 5–7% of children have dyscalculia — a specific learning difference affecting number sense and mathematical processing. Children with ADHD, dyslexia, or auditory and visual processing difficulties may also find maths harder for reasons connected to those conditions.

Signs that suggest something beyond teaching method:

• Difficulty understanding that 8 is more than 5, even with physical objects in front of them
• No sense of whether an answer is roughly reasonable
• Delays across all areas of maths, not just specific gaps
• Persistent difficulty with time and money despite repeated practice

If these patterns persist despite varied approaches and hands-on practice, evaluation by an educational psychologist can clarify what’s happening and what kind of support would help.

---

Firefly Ed offers practical, research-based guidance to help families support children with diverse learning needs. More at edfirefly.com.

---

Research Sources

Maths Learning and Concrete-to-Abstract Instruction

National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.

Bruner, J.S. (1966). Toward a Theory of Instruction. Harvard University Press. — Concrete-pictorial-abstract progression underpins effective maths instruction across age groups.

Maths Anxiety and Performance

Ashcraft, M.H. (2002). Maths Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science, 11(5). — Maths anxiety directly impairs working memory during mathematical tasks, reducing performance independent of ability.

Dyscalculia and Learning Differences

Butterworth, B., Varma, S. & Laurillard, D. (2011). Dyscalculia: From Brain to Education. Science, 332. — Dyscalculia affects approximately 5–7% of children; early identification and targeted support significantly improve outcomes.

Geary, D.C. (2011). Consequences, Characteristics, and Causes of Mathematical Learning Disabilities. Journal of Learning Disabilities, 44(2).