It's a common quip that people fall into two categories: those who are good at math and those who aren't. However, Tanya Evans, an associate professor in the School of Education and Human Development at the University of Virginia, challenges this notion. She posits that only a small fraction of individuals are genuinely predisposed to struggle with mathematics.
"When a child or an adult faces difficulties learning to read, the typical response is, 'You can do this, and we'll show you how,'" Evans explains. "But with math, it often becomes, 'Oh, you're just not good at math,' and that's the end of the conversation. It's simply accepted."
As a developmental cognitive neuroscientist, Evans investigates the brain's structure and function, specifically how neural development enables children to acquire essential classroom skills. She notes that early education heavily emphasizes literacy, with children first learning to read, then reading to gain knowledge. Numeracy (math literacy), however, receives less attention.
"You need both skill sets throughout your life," she stresses. "While reading is crucial, you also need to manage budgets, pay bills, and organize medication schedules. Numbers are ubiquitous, and discomfort with them can complicate everyday life."
Evans suggests that part of this discomfort might stem from math anxiety, often transmitted from parents who are themselves apprehensive about math.
"There's compelling research indicating that parental and even teacher anxiety surrounding math can influence children and students," Evans points out. "Expectant mothers see signs in doctors' offices advising them to read and sing to their children daily to foster learning. Yet, no one suggests engaging in daily math conversations with your kids."
Driven by a curiosity about how mathematical abilities develop, Evans collaborated with UVA colleague Daniel Lipscomb, Laurie Cutting from Vanderbilt University, Michael Ullman from Georgetown University, and other researchers. Their study observed 109 second, third, and fourth graders over several years to identify the foundational skills that underpin math learning.
The study compared skills supporting declarative memory—factual knowledge like the location of a nation's capital—with those focusing on procedures, such as how to ride a bicycle. The findings revealed a correlation between declarative memory and math skills in second through fourth grade, and it also predicted future math proficiency.
"This suggests that fundamental memory tasks support future math learning," Evans states, "which indicates that math acquisition extends beyond what we typically consider math skills—like numbers, patterns, and problem-solving. Problem-solving is vital, but without a solid foundation, there's nothing to build upon."
So, how can parents help their young children become more proficient in math, and how can they improve their own math comfort? Beyond traditional flashcards and new smartphone applications, there are straightforward approaches.
"Integrate math into your daily activities with your children from an early age, rather than confining it to the classroom," Evans advises. "For example, play simple matching memory games with young kids, count steps while walking, or discuss prices at the grocery store."
Evans concludes, "Engaging with or practicing basic math aids in higher-level math and enhances your ability to quickly recall the mathematical facts necessary for problem-solving. You can make math a regular part of daily conversation. And as you become more comfortable with it, so will your children."
Picture: A child learning to count (Arcanys Early Learning Foundation)
