“I’m just not a maths person.”
It’s something students say all the time — and it’s almost never true. In over a decade of teaching maths, the same patterns come up again and again when students struggle. And almost all of them come down to one of three things.
1. There’s a Gap Further Back
Maths is one of the most sequential subjects you’ll study. Every new concept builds on something you learned before.
If you’re struggling with Grade 11 functions, it might actually be a Grade 9 algebra problem. If financial calculations feel impossible, it might be that percentages were never properly locked in.
What to do: When something isn’t clicking, don’t just power through. Ask yourself: what concept does this depend on? Then go back and check that foundation. It feels like going backwards, but it’s actually the fastest way forward.
2. You’re Watching Without Doing
This is the most common trap — especially with video-based learning.
You watch a lesson, it makes perfect sense, and you feel like you understand it. Then you sit down to do the homework and go completely blank.
That’s not a memory problem. It’s the difference between recognising a method and being able to execute it yourself. They feel the same but they’re very different skills.
What to do: Pause the video after the example is set up — before the solution — and try it yourself first. Then watch the solution. This forces your brain to actually process the method instead of just following along.
And then do more examples. Maths is a skill. You get better at it by doing, not by watching.
3. You’re Trying to Memorise Instead of Understand
Maths has a lot of formulas and steps. When students don’t understand why a method works, they try to memorise the steps instead. This works fine on easy questions — but falls apart completely when the question is slightly different.
What to do: When you learn a method, ask: why does this work? You don’t need to be able to prove it mathematically, but you should be able to explain it in plain language. If you can explain a concept simply, you understand it. If you can only repeat the steps, you’ve memorised it.
Understanding transfers. Memorising doesn’t.
The Role of Confidence
Here’s something that doesn’t get said enough: maths anxiety is real, and it affects performance.
When students believe they’re bad at maths, they approach problems in a panicked, rushed way. They skip steps. They second-guess correct answers. They give up earlier than they should.
The fix isn’t to “just be more confident” — it’s to build real competence through consistent, low-stakes practice. Confidence follows from doing things successfully. So start with problems you can do, build from there, and track how much you’re improving.
A Simple System That Works
- Watch the lesson to understand the method
- Pause and try the examples before seeing the solution
- Do your homework using the method — look back at the video if you’re stuck
- Do past paper questions on that topic once you feel ready
- Repeat — one topic at a time
It’s not complicated. But it requires consistency. Thirty minutes of focused maths practice every day will take you further than a panic-cramming session the night before an exam.
You’re not bad at maths. You might just need the right explanation, a bit more practice, or to go back and fill a gap.
That’s exactly what Maths Monkey is here for. Start with your grade →