Published: June 6, 2025
Let’s talk about a phrase you’ve probably heard more times than you can count: “I’m just not a math person.”
You've heard it from students, parents, and perhaps even fellow educators, and while it might sound harmless, it is anything but. It reveals something deeper: a long-standing myth that math ability is fixed, innate, and only for the “naturally gifted.”
But the truth is—there’s no such thing as “math people” or “non-math people.”
Math Is a Learned Skill
The belief that some people are simply “wired for math” has been deeply ingrained in our culture. And we know that if this is assumed to be true, then so is the flipside. Yet research consistently shows that math ability is not fixed. It’s built through experience, effort, and effective instruction.
Neuroscience confirms this. A 2017 study from the University of Michigan found that students who believed their math ability could grow with effort actually improved their performance, while those who believed math success was innate showed less persistence and lower outcomes.
The Role of Teachers: Shaping Math Identity
As educators, we don’t just teach math content—we shape math identity. That identity is how a student sees themselves in relation to math: capable or incapable, confident or anxious, engaged or avoidant. As Liesel McConchie suggests, math identity is formed through “a student’s past experiences [combined] with a vision for their future.”
Let’s put this into a real-world context: consider a third-grade classroom where students only get called on when the teacher knows they’ll get the right answer and answer quickly. Students startto associate math success with being fast and correct—two qualities some students might not feel they possess. Over time, their math identities become “I’m not good at this.” Conversely, when students are praised for perseverance, for using multiple strategies, or for thinking creatively, they start to build a sense of agency in math.
In classrooms where number talks are routine, students develop their reasoning by listening to and building on peers’ thinking. When a teacher says, “Tell me more about your strategy,” it communicates that math is about thinking, not speed. These are small yet powerful moments that build inclusive math identities.
Classroom Culture Matters
Too often, well-meaning teachers and systems unintentionally reinforce a fixed mindset by grouping students early, rushing to intervene, or labeling them as "strugglers." Instead, we need to build cultures that communicate:
- Mistakes are part of learning
- Math is creative and connected
- Everyone can access and grow in math
One effective tool for shifting this culture is the All Learners Lesson Structure. At All Learners Network, we focus on instructional frameworks and strategies that actively include all learners while emphasizing conceptual understanding. Our lesson structure balances inclusive entry points with high expectations and differentiation.
For example, the Launch phase invites all students into math through accessible contexts, while Math Menu provides ongoing practice tailored to individual needs. This helps prevent students from internalizing failure and instead supports growth.
What School Leaders Can Do
For administrators and coaches, this work goes beyond individual classrooms. It’s about building a systemwide math mindset. That means:
- Investing in professional development that centers equity and access
- Coaching teachers to move away from deficit thinking
- Encouraging collaboration and sharing of inclusive practices
- Making space for reflection on how beliefs shape instruction
- Remembering that students believe what we believe about them
A principal might start a faculty meeting with a reflection on what it means to “teach math for all.” A math coach might introduce routines like notice and wonder to elevate student voice. These actions, though small, change the story.
Final Thoughts
There’s no such thing as someone who “just isn’t a math person.” There are only learners who have—or haven’t—been given the opportunity, encouragement, and support to see themselves as capable mathematicians.
Together, we can change the story. One lesson, one classroom, one mindset at a time.
What Now?
1. Explore the All Learners Lesson Structure.
2. Read this blog to get more ideas about how to “clear the ramps” in math class so that every student can see themselves as a math person.
3. Bring All Learners Network (ALN) into your school or district for embedded professional development.
All Learners Network is committed to supporting pedagogy so that all students can access quality math instruction. We do this through our online platform, free resources, events, and embedded professional development. Learn more about how we work with schools and districts here.
