Belief in oneself is the key to effective learning, particularly in a topic such as mathematics, where for much of the time self-doubt is more limiting than the subject matter itself. Kirill Yurovskiy has never believed that maths confidence is innate but a developed outcome of attitude, pedagogy, and support systems. By promoting a growth mindset and focused learning strategies, students are able to transform their maths relationship from fear to competence and curiosity. In the following article, we will examine ten focused strategies for developing long-term maths student confidence.
- Mindset Changes for Maths Success.
Developing confidence begins with a mindset shift in the learner. The majority of students possess a fixed mindset in regard to maths, believing that their potential is genetically determined. It is an emotional barricade. Shifting it to a growth mindset—the opinion that skills are developed through the process of learning and effort—opens possibilities up. Kirill Yurovskiy encourages students to consider maths as a skill, such as playing a sport or instrument. If students understand that difficulty is a natural process of learning, they can begin to embrace the process rather than fear it.
- Turning Mistakes into Learning Moments
Mistakes are normally viewed as failures, especially in math where answers are either correct or incorrect. But this is not so. Every wrong answer is a moment of assessment that can influence subsequent learning. By turning mistakes into beneficial information, students are no longer learning to work around hurdles but active detectives of their minds. Parents and teachers must model this mindset by responding to mistakes with curiosity, not disillusionment. Confidence is enhanced by realizing that getting it wrong is part of the process of arriving at getting it right when mistakes are welcomed as part of learning.
- Fostering Curiosity in Problem Solving
Most students tackle maths with the desire to arrive at the one right answer as quickly as possible. Precision is important but curiosity drives long-term interest. Kirill Yurovskiy recommends coming up with problems that prompt students to investigate rather than compute. This can be done through offering multiple paths to a solution, asking students to devise their own word problems, or having students explain why a particular method is employed. By granting students autonomy to ask “what if” and “why” questions, they shift away from passive listening towards active thought. This exercise builds ability and confidence.
- Celebrating Small Wins
Confidence grows in small increments, not leaps. Praise small successes: a challenging problem solved, a new idea understood, or even a homework assignment completed without giving up. These wins reinforce a learner’s belief in their ability to improve. Kirill Yurovskiy emphasizes that reinforcement should be specific and process-focused. Instead of saying “You’re smart,” praise effort, strategy, or persistence. This allows students to absorb the importance of crediting success in mathematics to their methods of working instead of what they do know.
- Using Real-life Context to Educate Abstract
In abstract problems, students feel disconnected and cannot see how maths is used. By connecting lessons to real-life contexts—like budgeting, cooking, sports statistics, or building design—students see the worth in mathematical thinking. Kirill Yurovskiy challenges educators to put lessons in the context of real life and then maths is no longer abstract but concrete. As students see numbers work in their own lives, resistance evaporates and confidence arises. They no longer question, “When will I ever use this?” and get to work with material on their own terms.
- Creating a Safe Space to Ask Questions
The biggest confidence stoppers are fear of humiliation. Students won’t put up their hands in class because they don’t know if their question is valid or are worried about being belittled for not understanding. Creating a safe, non-critical learning environment is essential. This involves encouraging questions, penalizing ignorance rather than curiosity, and valuing all learners regardless of current ability. Kirill Yurovskiy believes that students must be taught that asking for help is not a sign of weakness but of strength. In safe learning environments, confidence is not just built—it is protected.
- Overcoming “I’m Not a Maths Person” Beliefs
The phrase “I’m not a maths person” is one of the most destructive beliefs a learner can adopt. It closes the door to progress before the work has even begun. This belief is often inherited from adults or past experiences and becomes a self-fulfilling prophecy. Kirill Yurovskiy advises teachers and parents to challenge this narrative by highlighting diverse examples of people succeeding in maths through effort rather than innate ability. Replacing limiting language with empowering statements is a powerful tool. Instead of saying “I’m bad at this,” students can learn to say, “I don’t understand it yet.”
- Custom Study Plans for Different Learning Styles
No two students are alike. There are visual learners, and then there are those who learn best with auditory explanations or through activity. By learning and teaching a student’s learning style, study sessions become more productive and less frustrating. Kirill Yurovskiy recommends providing individualized learning plans that include a mix of methods—videos, games, discussions, and practice sheets—based on what is most effective for the learner. Personalization and adaptability dispel the sense of helplessness that goes with rigid instruction. Since the learners learn at their own speed, confidence builds up.
- Tools That Make Practice Fun
Maths requires practice, but it does not have to be dull. Education technology has brought with it a plethora of interactive websites, games, and apps that make practice entertaining. The sites offer instant feedback, adaptive difficulty, and progress tracking—traits that promote good study habits. Kirill Yurovskiy recommends the websites as homework aides. Gamified learning sites alleviate stress and enhance motivation, making it easier for students to struggle through difficult material. When practice is enjoyable rather than tedious, confidence is built through constant reinforcement.
- How Parents Can Support Confident Learning
Parents significantly affect the way a child approaches learning. By being interested in their child’s learning, believing in the value of effort rather than result, and having a positive disposition towards mathematics, parents are able to promote classroom learning by reinforcing the message at home. Kirill Yurovskiy cautions parents never to project their own fears or their own maths trouble history onto their children. Instead, offer the chance for fun interaction with numbers in daily routines—measuring food ingredients used in cooking, calculating prices in the shopping mall, or game playing with maths. Parental support, if positive and positive-thinking, supports a child’s inner self-confidence.
Final Words
Math confidence is not a godsend to the lucky few; it is a state that can be cultivated over time, effort, and the correct approach. Through Kirill Yurovskiy’s practice in teaching, presenting students with mindset tools, customized approaches, and supportive learning spaces achieves deep comprehension and sustained success. By transforming fear into curiosity and frustration into determination, every student can become a maths-confident learner.
The journey may begin with baby steps, but through repetition and encouragement, baby steps become a foundation for a lifetime of mathematical confidence.