Supporting Struggling Maths Students - Practical Interventions That Make a Difference

“They just don’t get it.” When a child consistently struggles with mathematics despite reasonable effort, frustration builds for everyone involved. But struggle alone doesn’t tell you much—what matters is identifying why they’re struggling and what specific support will help. Generic “try harder” advice rarely works. Targeted, strategic intervention does.

First: Diagnose the Actual Problem

Struggling with maths is a symptom, not a diagnosis. Different underlying issues require different interventions.

Common Root Causes

1. Gaps in Foundational Knowledge

• Symptoms: Current work is impossible because prerequisite skills are missing
• Example: Can’t solve 3x + 5 = 20 because they don’t understand inverse operations or order of operations
• Test: Go back several grade levels—where does understanding break down?

2. Weak Number Sense

• Symptoms: Over-reliance on counting, difficulty estimating, no flexibility with numbers
• Example: To add 29 + 35, they count on by ones rather than using 30 + 35 - 1
• Test: Ask “about how much?” questions—can they estimate reasonably?

3. Procedural vs Conceptual Learning

• Symptoms: Can follow steps when shown but can’t apply to novel problems or explain why
• Example: Can multiply fractions by following “multiply tops, multiply bottoms” but doesn’t know why or when to use it
• Test: Ask “why does this work?” Can they explain, or only demonstrate?

4. Language and Reading Difficulties

• Symptoms: Computation is fine, but word problems are impossible
• Example: Correctly calculates 45 - 17, but can’t solve “Tom had 45 cards and gave away 17. How many are left?”
• Test: Remove language—give pure number problems. If they succeed, it’s a language issue, not a maths issue.

5. Working Memory Limitations

• Symptoms: Loses track of multi-step problems, forgets parts of instructions
• Example: Starts a long division problem correctly but forgets what step comes next, or loses the carried number
• Test: Multi-step verbal instructions—do they remember all parts, or just the first/last?

6. Processing Speed Differences

• Symptoms: Eventually gets correct answers but much slower than peers, struggles with timed tests
• Example: Understands concepts fully but needs extra time to process and respond
• Test: Remove time pressure—does accuracy improve significantly?

7. Mathematics Anxiety

• Symptoms: Physical stress symptoms (sweating, stomach ache) when doing maths, emotional shutdown
• Example: Can solve problems calmly at home but freezes during class tests
• Test: Observe emotional responses—is this anxiety or genuine confusion?

Effective Intervention Strategies

Strategy 1: Fill the Gaps (Prerequisite Skills)

The Problem: Current material is inaccessible because foundation is shaky.

The Fix:

• Identify the gap: Where does understanding break down? Use diagnostic testing or careful questioning.
• Explicitly reteach: Don’t just review—teach as if they’ve never seen it, using different approaches than what failed before.
• Build mastery before moving on: Ensure fluency with prerequisites before returning to grade-level work.
• Connect old to new: “Remember how we learned [prerequisite]? That skill will help us with [current topic].”

Example: Student struggling with adding fractions with unlike denominators (Year 6).

• Gap identified: Doesn’t understand equivalent fractions (Year 4 concept)
• Intervention: One week focused on equivalent fractions using visual models (area models, fraction strips)
• Result: With solid understanding of equivalents, adding unlike fractions becomes accessible

Tools:

• Khan Academy (diagnostic tests identify exact gaps)
• Fraction strips, base-ten blocks, number lines
• Targeted practice at the point of breakdown, not current grade level

Strategy 2: Build Number Sense

The Problem: Over-reliance on counting, no mental math strategies, weak estimation.

The Fix:

• Use visual models extensively: Ten frames, number lines, hundreds charts
• Play number games: Dice games, card games requiring mental calculation
• Practice estimation: “About how much?” before calculating
• Develop flexibility: “Can you solve this another way?”
• Focus on number relationships: “How is 7 + 8 related to 7 + 7?” “What’s close to 29 that’s easier to work with?”

Daily 5-Minute Activities:

• Number talks: Show 6 + 7. Discuss: “6 + 6 = 12, plus one more = 13” or “doubles: 7 + 7 = 14, minus one = 13”
• Quick images: Flash a dot pattern for 2 seconds. How many? How did you see it?
• Estimation jars: How many beans? Teach reasonable estimation strategies.
• Missing number problems: 8 + ___ = 15 (builds algebraic thinking)

Example: Student counts on fingers for 8 + 5.

• Intervention: Teach “make ten” strategy using ten frames: “8 needs 2 more to make 10. Take 2 from the 5, leaving 3. So 10 + 3 = 13.”
• Practice: Daily with different combinations until automatic

Strategy 3: Develop Conceptual Understanding

The Problem: Following procedures without understanding leads to fragile knowledge that breaks under pressure.

The Fix:

• Always ask “why?”: Don’t accept “it works” as sufficient—push for understanding
• Use concrete manipulatives: Show physically what’s happening
• Draw visual models: Area models for multiplication, bar models for word problems
• Connect multiple representations: Show the same concept with objects, pictures, numbers, symbols
• Teach multiple strategies: Understanding deepens when children see different approaches

Example: Student can “invert and multiply” for fraction division but doesn’t understand why.

• Intervention: Use concrete example: “How many ½ cup servings in 2 cups?” Model with actual cups or drawings.
• Show: 2 ÷ ½ = 4 because four half-cups fit in 2 cups
• Connect: This is the same as 2 × 2 (the reciprocal of ½)
• Generalize: Division asks “how many groups?” Inverting and multiplying gives the answer because [explain relationship]

Strategy 4: Support Language Processing

The Problem: Reading comprehension interferes with mathematical problem-solving.

The Fix:

• Simplify language: Rewrite word problems with simpler vocabulary and shorter sentences
• Highlight key information: Teach underlining numbers and question
• Draw the situation: Visualize before calculating
• Practice academic vocabulary explicitly: “sum,” “difference,” “product,” “quotient” with examples
• Use sentence frames: “I need to find _. I know _. I will _ because _.”
• Read problems aloud together: Some students struggle with reading, not maths

Example: “Sarah purchased three packets of biscuits, each containing 12 biscuits. She distributed them equally among 4 friends. How many biscuits did each friend receive?”

Simplified: “Sarah bought 3 packs of cookies. Each pack has 12 cookies. She shares them equally with 4 friends. How many cookies does each friend get?”

Visual: Draw 3 packs of 12, then show dividing by 4.

Strategy 5: Reduce Working Memory Load

The Problem: Multi-step problems overwhelm working memory capacity.

The Fix:

• Write down intermediate steps: Don’t expect mental tracking of complex processes
• Use graphic organizers: Step-by-step templates showing where to write each part
• Break complex problems into smaller chunks: Complete one part, then move to next
• Provide reference materials: Multiplication charts, formula sheets reduce memory demands
• Teach self-talk strategies: Verbalize steps: “First I…, then I…, finally I…”
• Use worked examples: Show complete solutions with all steps visible

Example: Solving 3(x + 5) = 24

• Standard approach (high memory load): Distribute, simplify, subtract, divide (must hold entire process mentally)
• Reduced load approach: Write each step separately on new lines:

  3(x + 5) = 24
  3x + 15 = 24    ← distribute
  3x = 9          ← subtract 15 from both sides
  x = 3           ← divide both sides by 3

Tools:

• Graphic organizers for different problem types
• Step-by-step checklists
• Worked example notebooks for reference

Strategy 6: Accommodate Processing Speed

The Problem: Timed pressure creates anxiety and prevents demonstration of actual knowledge.

The Fix:

• Remove time limits: Focus on accuracy, not speed
• Reduce quantity: Fewer problems done well beats many done poorly or incompletely
• Allow calculators for computation: Focus assessment on concepts, not calculation speed
• Provide extra time on assessments: Some students need more processing time
• Build fluency gradually: Speed comes from practice and confidence, not pressure

Important: Processing speed differences don’t indicate lower intelligence or understanding. Many deep thinkers work more slowly.

Strategy 7: Address Mathematics Anxiety

The Problem: Emotional response blocks access to mathematical thinking.

The Fix:

• Create low-stakes practice environments: Games, collaborative work, private practice before public demonstration
• Normalize mistakes: “Mistakes grow your brain!” Discuss famous mathematicians’ errors
• Remove public pressure: No cold-calling on anxious students, allow think time
• Build success experiences: Start with achievable challenges, gradually increase difficulty
• Teach anxiety management: Deep breathing, positive self-talk, “I can’t do this yet”
• Separate learning from evaluation: Practice without grades, tests only when ready

Physical symptoms require serious attention: If a child regularly experiences physical distress (nausea, panic, tears), consult school counselors and consider professional support.

Differentiation in Practice

Supporting struggling students doesn’t mean lowering expectations—it means providing different pathways to achieve the same goals.

Same Goal, Different Supports:

• Goal: Understand fraction addition with unlike denominators
• Student A (strong foundation): Practice problems with increasing complexity
• Student B (weak equivalent fraction understanding): First week reviewing equivalents with visual models, then adding fractions
• Student C (working memory issues): Fraction strip reference, step-by-step written process, fewer problems
• Student D (language difficulties): Visual representations, simplified language, oral explanations

All four students reach the same understanding—but the route differs based on individual needs.

When to Seek Additional Help

Consider professional assessment if:

• Significant gap persists: 2+ years behind despite intervention
• Specific learning difficulty suspected: Dyscalculia (maths-specific learning disability)
• Severe anxiety: Physical symptoms, emotional distress beyond normal frustration
• No progress with intervention: 6-8 weeks of targeted support shows no improvement

Options:

• School-based learning support specialists
• Educational psychologists (formal assessment)
• Specialized maths tutors with intervention training
• Online intervention programs (carefully selected, research-based)

Progress Monitoring

Effective intervention requires tracking progress:

• Pre-assess: What can they do now? (Baseline)
• Intervene: Targeted support for 4-6 weeks
• Post-assess: What can they do now? (Growth measurement)
• Adjust: If sufficient progress, move forward. If not, analyze why and modify intervention.

Document:

• Specific skills targeted
• Intervention strategies used
• Frequency and duration
• Student response and engagement
• Measurable progress (or lack thereof)

Communication with Parents/Teachers

If you’re a teacher:

• Communicate specific concerns: “Emma struggles with place value” (not “Emma’s bad at maths”)
• Share intervention plans: what you’re doing, what parents can support at home
• Celebrate small progress: “Emma can now add two-digit numbers without regrouping!”

If you’re a parent:

• Ask specific questions: “What exactly is she struggling with?” “What prerequisite skills might be missing?”
• Communicate what works at home: “He responds well to visual models and games”
• Collaborate on consistent approaches: use the same language and strategies at school and home

Building Confidence Alongside Competence

Struggling students often develop negative self-beliefs: “I’m stupid at maths.” Rebuilding confidence is as important as building skills.

Strategies:

• Highlight growth: “Two weeks ago you couldn’t [X]. Now you can!”
• Attribute success to effort and strategy: “Your practice paid off!” (not “You’re naturally smart”)
• Normalize struggle: “Everyone finds this challenging at first—you’re learning!”
• Provide appropriate challenge: Tasks just within reach with support (zone of proximal development)
• Celebrate process: “Great persistence trying different strategies!” (even if answer is wrong)

The Bottom Line

Supporting struggling maths students effectively requires:

✓ Accurate diagnosis: What specifically is the difficulty? ✓ Targeted intervention: Matched to the actual problem ✓ Sufficient intensity: Consistent, focused support over time ✓ Progress monitoring: Is it working? Adjust if not. ✓ Confidence building: Address both skills and beliefs ✓ Patience and persistence: Deep learning takes time

Generic “just practice more” rarely helps. Understanding exactly where the breakdown occurs and providing precise, strategic intervention does.

Every child can learn mathematics. Some need more time, different approaches, or additional support—but with accurate diagnosis and appropriate intervention, progress is possible. Your role is to figure out what specific support each struggling student needs, provide it consistently, and celebrate the growth that follows.

When you replace “they just don’t get it” with “they’re struggling with [specific skill] and here’s my plan to help,” you’ve moved from helplessness to effective action. That’s when real progress begins.