Introduction

Math and science are often subjects that many children struggle with, and for some, the fear of these subjects can last a lifetime. From basic arithmetic to more complex problems, kids frequently face challenges that make them feel inadequate or “bad” at these subjects. Unfortunately, this fear can build up over the years, shaping their academic confidence and attitudes toward learning.

But what if these struggles aren’t due to a lack of intelligence? What if the way the problem is presented is the real issue? As educators, parents, or mentors, it’s important to understand that many children don’t fear math or science—they fear how these subjects are taught. By adjusting our approach and making lessons more relatable to real life, we can help students overcome their fears and grasp the concepts more easily.

Let me share two examples from my own teaching experience that show how changing the way we approach learning can lead to breakthroughs for struggling students.

Example 1: Finding the Largest Number

The Original Problem: I was teaching a student how to find the largest number in a list. The numbers were simple: [10, 20, 29, 51, 5, 11]. However, the student kept picking random numbers each time, unsure how to identify the largest one. This was an immediate red flag to me—he wasn’t grasping the concept of “largest.”

The Change:

Instead of focusing on the abstract concept of “the largest number,” I shifted the question to something more relatable: “You have 10 chocolates, 20 chocolates, 29 chocolates, 51 chocolates, 5 chocolates, and 11 chocolates. Which one would you pick?”

The student immediately picked the 51 chocolates. When I asked why, he explained that choosing 51 would give him the most chocolates. It clicked! He wasn’t confused about the largest number; he was just struggling with the abstract nature of the question.

The Lesson:

By framing the question in terms of something tangible—chocolates, something he understood—it became easier for the student to make the connection between the problem and the real world. It wasn’t about memorizing the concept of “largest,” but rather about understanding that “largest” means “more.”

After this, I continued with more examples related to everyday objects, and the student quickly grasped the concept and solved similar problems with ease. This shift in perspective helped him understand that the largest number simply meant the one with the most.

Example 2: The Age Problem

The Original Problem: Another student was struggling with a basic algebraic word problem: “The sum of the mother’s and daughter’s age is 50, and the mother is 40 years old. How old is the daughter?”

This problem should have been simple, but the student couldn’t figure it out. She struggled to understand how to subtract the mother’s age from the total. She was stuck, not because she couldn’t solve the math, but because the problem felt abstract to her.

The Change:

Instead of using abstract ages, I changed the problem into a more relatable scenario: “If the mother and daughter together have 40 chocolates, and the mother has 40 chocolates, how many chocolates does the daughter have?”

Suddenly, the student was able to calculate it right away—10 chocolates. The problem was the same, but by using chocolates instead of abstract numbers, the student could easily understand the concept of subtraction and division.

The Lesson:

The underlying math concept was exactly the same—subtracting to find the difference between two quantities. But by using chocolates, something the student could touch and visualize, the problem became easier to understand. The student’s ability to solve the problem improved dramatically once it was framed in a more concrete way.

The Bigger Picture: Why This Matters

Both of these examples highlight a critical point: the way we present a problem matters just as much as the problem itself. Children often struggle with math and science because the material feels too abstract. When students can’t connect the lessons to the real world, it’s easy for them to feel lost or inadequate.

In the first example, the concept of “largest” became more relatable by turning it into a real-world choice between amounts of chocolates. In the second example, the same math principle of subtraction was easier to grasp when presented in terms of chocolates rather than abstract ages.

This is a reflection of the shortcomings in many traditional educational approaches. If I had stuck to the original method and didn’t adjust my teaching approach, the students could have left the lesson feeling discouraged and stuck with a lifelong belief that they were “bad at math.” This is the reality for many kids: They fail to grasp abstract concepts and develop a fear or distaste for the subject.

Conclusion: Helping Students Build Confidence

As parents, teachers, or tutors, it’s crucial to recognize that kids are not inherently bad at math or science. Rather, it’s often the way these subjects are taught that makes them seem overwhelming. When we take a step back and present concepts in a more relatable way, we can unlock students’ understanding and boost their confidence.

Changing the approach to learning by using real-life examples, tangible objects, or familiar scenarios can make math and science feel less like a foreign language and more like a useful tool in everyday life. By removing the fear and frustration that many students feel, we can help them develop a genuine understanding of the subject matter and, more importantly, enjoy the learning process.

So next time a student struggles with a math or science problem, try shifting the focus to something they can relate to, and watch their confidence grow as they solve the problem with ease.

Call to Action

If you’re a teacher or a parent, I encourage you to start using real-world examples when teaching math and science. It could make all the difference for a struggling student and help them develop a better, more confident approach to learning. Let’s break the fear of math and science and help kids realize that they can succeed in these subjects with the right mindset and approach.