Maths Trauma: Why Speed Isn’t Everything

For many people, the mention of maths brings a wave of anxiety, often rooted in their classroom experiences. I know this feeling all too well because I’ve lived it. Growing up, maths left me perplexed, whether I got things wrong or right. There was relentless pressure to be fast, to memorise, and to get it right on the first try. This pressure turned what should have been a space for curiosity and discovery into a battleground of stress and self-doubt. This is what we now call Math Trauma, which often leads to Math Anxiety. Have you ever hesitated to help split the bill at a restaurant? That’s math anxiety in action—a fascinating part of any meal to watch unfold!

The Impact of Speed Drills and Rote Memorization

Maths trauma often begins with well-meaning practices like speed drills or timed tests. The idea is to help students become faster and more accurate at recalling facts. But for many children, these activities do the opposite—they freeze under pressure, feel humiliated when they struggle, and internalise the belief that they’re just “not good at maths.”

This approach reduces mathematics to isolated facts and procedures. Students might recall multiplication tables or solve an equation quickly, but they’re often left with a shallow understanding of the "why" behind the numbers. Worse, they start believing that success in maths depends solely on speed. It's no wonder so many adults carry the scars of maths trauma into adulthood.

My Personal Journey with Maths Trauma

For years, I believed I just wasn’t a “maths person.” In school, I struggled to keep up with the pace, leaving me embarrassed and ashamed. Maths became something I feared rather than enjoyed.

Even as an educator, I dreaded teaching maths. I didn’t understand how to teach it or what to focus on. The various curricula and schemes only seemed to complicate things further. It wasn’t until I encountered the work of Jo Boaler and others that I began to question these traditional methods. I realised that speed has nothing to do with mathematical understanding. Maths is about thinking deeply, making connections, and approaching problems creatively. It’s the journey of understanding, not just the final destination, that matters.

Breaking the Cycle: Shifting The Focus of Maths

To change how students experience maths, we must first change how we teach it.

I’ve taught maths badly. Really badly. But I’ve also taught it in ways that are deeply engaging, where students' thinking visibly evolves. The best approach I’ve found is through the Concept-Based Inquiry Mathematics Project. This framework helps teachers create environments where students feel safe to explore, make mistakes, and think critically.

Concept-based learning, Number Talks, and inquiry-based approaches invite students to find patterns, make connections, and develop a deeper understanding—without the pressure of speed. Jo Boaler’s work at Stanford’s YouCubed shows how fostering a growth mindset transforms maths classrooms. Sherry Parrish’s Number Talks promote flexibility, accuracy, and equity, ensuring that every child has the opportunity to see themselves as mathematicians.

Reflecting on Our Own Experiences

If you’re an educator, I invite you to reflect on your own experiences with maths. How did you learn it? How did it make you feel? How might those experiences influence the way you teach today?

It’s time to break the cycle of maths trauma. By shifting from speed-focused methods to more inclusive, concept-based approaches, we can help all students see themselves as capable mathematicians—no matter how fast they are.

Call to Action:

Let’s start the conversation. How has maths impacted your life? What small change could we make in our classrooms today to ensure every student feels confident in maths? Share your thoughts in the comments, or explore Jo Boaler’s resources on https://www.youcubed.org to learn more about fostering inclusive maths classrooms. Check out the CBI Mathematics Project by Rachel French et al. on https://cbimathematics.com/