“I’m just not a math person.”

Few statements are more common, or more damaging, in mathematics education.

Students often decide they “can’t do math” long before they’ve had the opportunity to fully engage in rich mathematical thinking. But no one is born a math person. No math gene determines who belongs in mathematics and who does not. Instead, these beliefs develop over time through classroom experiences, interactions with peers and adults, and messages about what it means to be successful in mathematics. What may seem like a harmless statement often reflects something much deeper: a mathematical identity shaped by years of accumulated experiences.

Understanding Math Trauma and Math Therapy

Author, educator, and self-described “math therapist” Vanessa Vakharia has helped bring national attention to the concept of math trauma, which is the idea that repeated experiences of embarrassment, exclusion, failure, pressure, or narrow definitions of success in mathematics can shape how individuals see themselves as learners. In practice, math therapy involves helping learners identify negative self-talk, reframe mistakes as normal steps in problem-solving, and rebuild their confidence through supportive, low-stakes mathematical tasks. Math trauma is not about disliking mathematics; it is about internalizing the belief that mathematics is only for certain people.

When students repeatedly receive messages, directly or indirectly, that speed matters more than thinking, that mistakes are to be avoided, or that there is only one right way to solve a problem, they may begin to disengage. Over time, these experiences can become part of their mathematical identity.

Shifting to High-Quality Mathematics Instruction

The good news is that mathematical identities are not fixed.

As educators, we serve our students by building trusted relationships that allow them to take risks, rebuild confidence, and see themselves as capable mathematical thinkers. This is where high-quality mathematics instruction matters.

High-quality mathematics instruction plays a critical role in shaping students’ experiences of math. Core educational frameworks, including the NCTM Effective Mathematics Teaching Practices, the Common Core Standards, and Michigan’s Early Math Essentials, all point toward a broader vision of learning.

Together, these frameworks move beyond memorization and speed, emphasizing:

• Reasoning and sense-making
• Problem-solving and representation
• Communication and mathematical discourse

When students explain their thinking, ask questions, and justify their reasoning, more learners gain access to mathematics. Success is no longer defined by answer-getting alone, but by thinking and growth as a mathematician.

This broader view of mathematics challenges long-standing beliefs that some students are naturally “math people” while others are not.

Research and classroom experience continue to demonstrate that all students can learn significant mathematics when provided access to high-quality instruction, meaningful opportunities to engage in mathematical thinking, appropriate supports, and educators who maintain high expectations. True excellence in mathematics is measured by deep understanding and perseverance, not speed. The question is whether we are creating learning environments that allow every student to grow into that level of thinking.

Continuing the Conversation

Examining how our instructional practices shape students’ mathematical identities requires ongoing collaboration, continuous learning, and innovative thinking among educators across Kent County and beyond. As we reflect on these practices, we have an opportunity to replace anxiety with curiosity, exclusion with access, and fixed mindsets with possibility.

Educators looking to deepen this work can join the Michigan Mathematics Educators (#MichME) collaborative learning series starting October 1, 2026, at Kent ISD. Led by math consultants Kelli VanSetters and Sammi TenHave, this four-part series focuses on planning and facilitating meaningful math instruction through high-quality tasks, reasoning, and problem-solving. Register for the #MichME series.

This conversation also continues statewide this fall at the Michigan Council of Teachers of Mathematics (MCTM) 77th Annual Conference on November 6–7, 2026, at Grand Valley State University’s Pew Campus. Featuring keynote speaker Vanessa Vakharia, the conference theme, “Connections at the Core,” explores how refined instructional practices transform learning for every student. Learn more and join the regional conversation at bit.ly/MCTM2026.

This blog post was written by Kelli VanSetters, Math Consultant for Kent ISD and edited by Amanda Walma, T&L Marketing and Communications Specialist for Kent ISD.