What We Say Matters, Part 2: When Students Say “I’m Just Not a Math Person”

At some point in the school year, almost every math teacher hears it.

Sometimes it’s said quietly, almost as an aside: “I’m just not a math person.”

Sometimes it’s said with a shrug: “I’ve never been good at math.”

And sometimes it’s said with finality: “My brain just doesn’t work that way.”

These statements can feel discouraging, especially when they come from students who are capable, thoughtful, and engaged in other contexts. But they also offer something important: an opportunity. Because when a student says, “I’m not a math person,” they are revealing a belief, and beliefs can change.

In Part 1 of this series, The Language of Expectations, we explored how subtle shifts in teacher language communicate powerful messages about who is capable of doing mathematics. This moment, when a student names their own perceived limitation, is where those messages matter most. What we say next can either reinforce a fixed identity or help open the door to a new one.

Students Are Not Describing Ability—They Are Describing Experience

When students say they are “not a math person,” they are rarely making a careful assessment of their cognitive capacity. They are describing a history of experiences:

Being praised for getting answers quickly, or feeling slow when they didn’t
Seeing others recognized as the “smart ones”
Experiencing repeated confusion without resolution
Internalizing subtle messages about who math is for

Over time, these experiences solidify into identity.

Carol Dweck’s mindset research has shown that students who believe ability is fixed are more likely to disengage when work becomes difficult. In contrast, students who believe ability can grow are more likely to persist, try new strategies, and recover from setbacks.

Importantly, these beliefs are shaped and reinforced by what happens in classrooms, and by what teachers say in response to moments of uncertainty.

The Goal Isn’t to Contradict Students—It’s to Reposition Them

When a student says, “I’m not a math person,” our instinct might be to reassure them:

“Yes, you are.”
“Of course you can do math.”

While well-intentioned, these responses can fall flat because they contradict the student’s lived experience. Instead, our goal is to reposition math ability as something that grows through thoughtful effort.

This means shifting the conversation from who they are to what they do.

For example, instead of focusing on whether a student is “good at math,” we can focus on:

The strategies they used
The progress they made
The questions they asked
The persistence they showed

These are concrete, observable, and believable. They help students see math ability as something they build, not something they either have or don’t have.

Teacher Moves That Change the Story

There are three powerful ways teachers can disrupt the “not a math person” narrative in everyday classroom moments.

1. Celebrate Multiple Strategies, Not Just Correct Answers

When only one method is highlighted, students may conclude that math is about knowing the right way. When multiple strategies are valued, students see that math is about thinking.

You might say:

“I’m seeing several different ways to approach this.”
“This strategy helps us see the structure in a new way.”
“Who approached this differently?”

These messages communicate that mathematical thinking is diverse and accessible.

2. Highlight Effort, Persistence, and Decision Making

Effort alone isn’t enough, but effort combined with reflection and strategy leads to growth. Naming these moments helps students recognize themselves as capable learners.

You might say:

“I noticed you tried a new approach when the first one didn’t work.”
“You stayed with that longer than before.”
“You asked a question that helped move your thinking forward.”

These statements reinforce the behaviors that lead to understanding.

3. Tell Counter Narratives About Mathematical Ability

Many students believe strong math students are fast, confident, and rarely struggle. We can intentionally disrupt that myth.

You might say:

“Struggling with a new idea is part of learning.”
“Mathematicians spend a lot of time being unsure.”
“Understanding comes from working through confusion.”

Research from Jo Boaler’s YouCubed shows that when students understand the brain grows through challenge, they are more willing to engage and persist. They begin to interpret struggle not as failure, but as progress.

A Bank of Practical Teacher Responses

These responses can help reposition students in real time.

When a student says, “I’m not a math person.”

“You’re a person who is learning math right now.”
“Math is something you grow into through experience.”
“I’ve seen you think deeply before. This is another opportunity.”

When a student says, “I can’t do this.”

“You can’t do it yet, but you can begin.”
“What part makes sense so far?”
“Let’s find a place to start.”

When a student gives up quickly

“Tell me what you’ve tried.”
“What’s one idea you could test?”
“You don’t need to finish. Just keep thinking.”

When a student makes a mistake

“This helps us understand your thinking.”
“This is useful information.”
“Let’s build from this idea.”

When a student makes progress

“Your thinking is becoming clearer.”
“You’re making important connections.”
“Your persistence is helping you grow.”

Over time, these responses help students see themselves differently.

Identity Changes Through Experience, and Through Language

Students do not suddenly decide they are math people. That identity develops gradually through repeated experiences and messages.

When students consistently experience classrooms where:

Their thinking is valued
Their effort is recognized
Their mistakes are treated as part of learning
Their ideas contribute to the community

They begin to engage more deeply. They begin to take risks. They begin to see themselves as capable.

What we say plays a powerful role in shaping those experiences.

In Part 3 of this series, The Subtle Messages of Math Talk, we will explore how everyday classroom phrases, such as “Who knows the answer?” or “This one is easy,” send unintended signals about ability, speed, and belonging. By becoming more intentional about these subtle messages, we can create classrooms where every student sees mathematical thinking as something they can do.

Because what we say doesn’t just influence what students learn. It influences who they believe they can become.

Pete Grostic, Ph.D

Executive Director

Please join Math Medic Foundation in our mission to improve math outcomes for all. You can contact us to get involved or donate here.

References

Dweck, C. S. Mindset: The New Psychology of Success.

YouCubed. Student Agency and Mathematical Mindsets Resources.

03/01/2026