You can do this: How to build confidence with numbers
4. Providing guidance and encouragement
Let's explore now how we can support others with numeracy. Click the headings below to expand.
- Be positive: Avoid saying things like "I was never good at maths either." Instead, model a growth mindset.
- Focus on understanding: Ask children to explain their thinking rather than rushing to the answer.
- Use real-life examples: Relating maths to their interests (e.g. football scores, baking, pocket money) can make it more meaningful.
- Stay calm: If you’re unsure, say, "Let’s figure it out together." Showing how to work through uncertainty is a valuable skill.
- Create safe spaces: Whether at work or socially, normalise asking for help and talking about difficulties with numbers.
- Share strategies: What works for you might work for others e.g., apps, visual aids, note-taking, or breaking problems into parts.
- Avoid unhelpful jokes: Comments like "I can’t even count to ten" may seem harmless, but they reinforce negative attitudes and fears.
- Celebrate small wins: Acknowledge progress, however small, and help others notice their own growth.
- Talk about numbers casually: Compare prices, estimate arrival times, or count change together.
- Use games and challenges: Card games, logic puzzles, or number-based mobile apps can build skills without putting us under pressure. Equally as important is not to force participation. Negative outcomes can reinforce a negative outlook on participation in numeracy-based games.
- Involve others in planning: Invite children or friends to help with meal planning, budgeting or travel logistics such as bus and train timetables, how much time is required to travel, where do you need to change and how long do you need to wait. Home improvements – how much lino might be needed for a new floor? This all counts as numeracy and increases number confidence.
Being a role model
Remember that not everyone may be confident at maths. Your attitude can influence how others see maths. If you speak confidently, take your time, and stay curious, others are more likely to do the same. Being honest about your own learning journey can make numeracy feel more human and achievable.
Reflection
Think about past situations where someone (yourself or someone else) has needed help with numeracy.
What type of support was offered (if any) and did it help?
What could have been done differently to increase number confidence?
Scenario
You’re in a team meeting to plan a community event. The group needs to work out quantities and costs for food and materials.
One team member, Seumas, stays quiet while others make quick decisions involving numbers. Later, in a smaller group, Seumas quietly says to you, “I never say much when it comes to the maths stuff. I always end up feeling a bit out of my depth.”
How do you respond?
- “Same here. I jot down some calculations, but mostly just nod and hope no one asks me to check the figures.”
- “It’s just basic maths, really. You’d pick it up if you joined in more.”
- “I’ve noticed you’re great with the logistics side though. Maybe next time we can look at the numbers together before the meeting?”
The best option is C
“I’ve noticed you’re great with the logistics side though. Maybe next time we can look at the numbers together before the meeting?”
This response affirms Seumas’s strengths and gently opens the door to build confidence with numbers in a low-pressure setting. It suggests collaboration and trust while acknowledging the difficulty without judgement.
Why not A or B?
A might feel supportive on the surface, but it reinforces avoidance and shared insecurity instead of offering a positive step forward.
B dismisses Seumas’s feelings and implies the issue is effort, not confidence, which could discourage them even further.