It All Adds Up: How Maths Shapes Thinking, Confidence and Future Success.

By Kelly Hutton

Mathematical understanding is much more than just counting or adding up... but how is it?

For many parents, me included, the word maths may bring a small internal sign, memories of confusing worksheets or lessons that made it feel like a secret code only a few could understand. It's a life skill which quietly shapes how we navigate the world, from budgeting our weekly shop and comparing energy bills, to understanding data, time, and even making confident career choices later on.

Research shows that children who develop strong mathematical understanding early on, not only perform better academically but also have higher confidence, problem-solving skills, and better long-term outcomes in employment and wellbeing (Rittle-Johnson, 2017; Clements, Lizcano & Sarama, 2023). Maths builds logical thinking, persistence, and the ability to spot patterns, skills that serve our children well, whether they're tackling a tricky equation, fixing a bike, coding a game, or running their own business one day.

And the good news? You don't have to be a maths expert to make a difference. Everyday moments at home, from counting the steps to estimating cooking times, are all opportunities for your child to build confidence and understanding.

What Are the Fundamentals of Mathematical Knowledge?

Research tells us that strong maths understanding comes from three key building blocks - conceptual, knowledge, procedural knowledge and flexibility in strategy use (Rittle-Johnson, 2017)

Conceptual knowledge: This helps us to understand why maths works, such as realising that "8" means the same quantity whether it's 8 apples or 8 minutes.

Procedural knowledge: This is the how. From the steps used to solve problems, like carrying addition or regrouping in subtraction.

Flexibility in Strategy: Basically means knowing there is more than one way to reach an answer and being confident enough to try.

These forms of knowledge don't develop in straight lines, but they grow together, strengthening each other through experience, exploration, and conversation.

The Power of Talk - Everyday Language

Language is one of the most powerful tools for learning maths. Mercer and Sams (2006) found that when children are encouraged to talk about their mathematical thinking, to explain their ideas, question, reason or even argue a little, they actually deepen their understanding.

So, when you ask, "How did you know that?" or "Could you show me another way?", you are not just helping your child solve a problem, but you are helping them to build the lifelong reasoning skills required for success. Everyday moments count too: comparing prices in the supermarket, doubling recipes, or noticing patterns on a walk all strengthen this mathematical thinking.

The Role of Parental Support

The early maths experiences children have at home matter enormously. Clements, Lizcano, and Sarama (2023) note that when children explore maths through play, conversation, and practical activities, it supports not only mathematical ability but also executive function (see my earlier blog post about Executive Function!). These are the vital thinking thinking skills that help with focus, memory, and self-control.

It's not about doing formal lessons at home, but about bringing maths into real life. Every time you involve your child in measuring ingredients, spotting shapes, or estimating time before tea, you're helping them build those cognitive links that make maths meaningful.

Recognising the Barriers - Especially for Additional Needs

For children with additional needs, developing mathematical skills can be particularly challenging, and not because, they can't learn maths, but because of the way we teach it often doesn't fit with how they process information.

Children with learning difficulties such as dyscalculia, ADHD, or autism may struggle with working memory, attention or flexible thinking, all essential in mathematical reasoning (Verschaffel et al,. 2007; Zhang et al,. 2014). However, research does demonstrate that targeted strategies, such as breaking tasks into smaller steps, using visual supports, and allowing children to explain their own methods, can significantly improve both understanding and confidence.

When we adjust our approach, we are not lowering our expectations, we are opening up access to knowledge and understanding.

Why Our Reactions Matter

Bonnett, Yuill, and Carr (2017) found that when children develop a "mastery mindset" believing that they can improve through effort, they are more resilient, motivated, and willing to take risks in maths. Parents play a huge role in shaping this attitude. When we praise effort, encourage curiosity, and model calm perseverance (even when we are secretly thinking, why are there so many fractions in Year 5?!) we teach children that maths isn't about being "good" or "bad" at it, but it is about growing at it.

The Maths Confidence Workshop

If this all sounds like something you would love to understand with more confidence, from the how maths actually develops, to how to support your child's learning, whilst building your own confidence, then come and join me for the Maths Confidence Workshop.

Tuesday 19th November at 8pm (online)

Together, we will explore the fundamental building blocks of mathematical understanding, from number sense and pattern to reasoning and problem-solving, and how to nurture them at every stage, from the early years through to GCSE.

Every participant will receive a Maths Confidence Toolkit packed with practical strategies to:

• Boost your child's number sense and reasoning skills

• Help you spot where they might be struggling, and what to do about it

• Build your confidence in supporting maths at home

• Give you a good idea about what progression looks like, right up to GCSE.

Because Maths doesn't have to be scary, for you or your child. It can be a shared discovery, full of little "aha!"" moments that remind you how capable you both are.

Register here for the Maths Confidence Workshop

 References

• Bonnett, V. M., Yuill, N., & Carr, A. (2017). Mathematics, mastery and metacognition: How adding a creative approach can support children in maths. Educational and Child Psychology, 34(1), 83–93.

• Clements, D. H., Lizcano, R., & Sarama, J. (2023). Research and pedagogies for early math. Education Sciences, 13(8), 839. https://doi.org/10.3390/educsci13080839

• Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507–528.

• Rittle-Johnson, B. (2017). Developing mathematics knowledge. Child Development Perspectives, 11(3), 184–190.

• Verschaffel, L., Torbeyns, J., DeSmedt, B., Luwel, K., & Van Doreen, W. (2007). Strategy flexibility in children with low achievement in mathematics. Educational and Child Psychology, 24(2), 16–27.

• Zhang, D., Xin, Y. P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Learning Disability Quarterly, 37(1), 15–30.