It’s not uncommon to hear students describe themselves as “stupid” or say things like “my brain just freezes when I see numbers.” There is such a thing as “math trauma,” which is more than an expression of frustration—it manifests as anxiety or dread, a debilitating fear of being wrong. While Singapore consistently ranks among the top countries globally in maths and science, there’s the overlooked issue of those who fear and dread maths, even if they may not necessarily be inept at it.
In Singapore, where academic success is highly valued and often seen as a national asset, maths plays a critical role in shaping students’ futures. It’s not only a key subject in high-stakes exams like the PSLE and IB but also a gateway to careers in high-paying industries.
The pressure to perform in math-driven fields can impact their mental well-being, limiting access to school and career choices. For some, this anxiety makes dreams of pursuing science-related fields feel impossible. As Singapore leans further into STEM education as a cornerstone of its economic future, maths has become an essential skill. However, this emphasis on maths often leaves students who struggle behind.
What Contributes to Math Trauma
Many factors can contribute to a student’s negative associations with mathematics. Often, being perceived as “good at math” depends less on actual ability and more on social markers such as gender, race, language background, mental state, or socioeconomic status.
Mental block
Research shows that children with neurodiverse conditions like dyscalculia and ADHD are often more susceptible to struggling with mathematics, as these conditions affect their ability to process numbers and concepts in traditional ways. For these students, the typical approach to teaching math may not be effective, making the subject feel even more daunting.
Math is often taught in ways that favour certain types of cognitive processing—linear, abstract, and symbolic—and students who don’t fit these norms are labelled as underperformers.
Societal misconceptions
Our societal views of what it means to be “good at math” are often based on popular misconceptions that need to be re-evaluated. One big misconception is that many believe math ability is a fixed gift—you either have it or you don’t. Some people probably believe that their failure at math stems from not being from a “mathematical family.”
But research shows the brain can grow and adapt, meaning anyone can improve in math with effort. Psychologist Carol Dweck’s work at Stanford has shown that simply believing in this potential can lead to better outcomes in maths.
Fast and furious
Being good at math isn’t about being fast. Emphasising speed can actually harm learning by triggering anxiety and “brain freeze,” which blocks problem solving. University of Chicago research shows that this kind of pressure shuts down working memory, making it almost impossible to think clearly. Tying speed to success in computation can leave some people feeling like they’re simply “not a math person,” so may shy away from more challenging work.
The importance of patterns
Many assume being good at math means quickly recalling facts like 3 × 5 = 15. But real learning starts with understanding. If you know that 3 × 5 means three groups of five, you can visualise it—like five apples in each of three baskets. That mental image makes the fact stick and helps with new problems.
Without that understanding, every new fact feels like a random piece of information to memorise. It can make the process feel like a chore. But with sense-making, you begin to see patterns—like knowing how 3 × 5 = 15 makes 6 × 5 easy—which makes math easier to remember and apply in new situations.
Socioeconomic issues
The gap between high- and low-performing students is widened by the resources available to families. Wealthier students can afford private tutors and enrichment programmes, while those from lower-income households may lack the support to keep up with the pace of the curriculum. As a result, students from disadvantaged backgrounds face an even greater burden, as they are often forced to navigate a system that rewards speed and confidence rather than understanding.
Gender expectations
Gender also plays a significant role in shaping students’ experiences with math. Despite strides towards gender equality in education, subtle stereotypes persist that boys are naturally better at maths, and girls should focus on other subjects. For female students, particularly those from minority backgrounds, this can create additional pressure and marginalisation.
While girls in Singapore consistently perform well in maths during their school years, they are significantly less confident in their abilities compared to their male peers. A 2024 survey by YouGov Singapore found that only 58% of women expressed confidence in their math skills, compared to 76% of men, despite similar academic performance in school-level assessments.
Changing the Narrative Around Math Education
What does this mean for how we handle math trauma? Some schools are beginning to experiment with trauma-informed approaches to teaching math, using visual aids, narrative methods, and de-emphasising speed in favour of conceptual understanding. There are also some things you can do to shake off the stigma of math trauma.
First, banish the “I can’t do math” mantra. Then, find the wonder and joy—you can use aids like games and puzzles, or see the pattern in things, or simply ask yourself “Why is this the way it is?”
Embrace the challenge, trust the process, and remember—every breakthrough begins with the belief that you can understand.
