Why All Primary School Teachers
Need Good Basic Maths Skills

Foundational numeracy skills are a cornerstone of a child's education, and primary school teachers play a critical role in shaping both a student's understanding and their overall attitude toward mathematics.

However, a systemic issue persists in many educational frameworks: a significant number of primary educators themselves suffer from math anxiety or possess a weak understanding of basic arithmetic. When teachers lack confidence in their own numeracy, it is inadvertently passed down to their students, often turning children off the subject entirely.

This is rarely the fault of individual teachers. Many are under immense pressure to deliver results dictated by strict national curricula and school league tables. Furthermore, young professionals who excel in mathematics frequently gravitate toward highly numerate professions—such as engineering, science, or finance—rather than primary education. As a result, the responsibility of introducing children to numbers often falls on educators who feel out of their depth.

1. The Problem with "Tricks for Ticks"

   When educators lack a deep, conceptual understanding of mathematics, teaching often defaults to rigid algorithms—a methodology sometimes referred to as "tricks for ticks" (do this, do that, get the correct answer).

   This approach bypasses genuine comprehension. There is no attempt to foster a logical understanding of numbers because the educator may not fully grasp the principles underlying the algorithm. Students might learn a specific, convoluted layout for multiplication, only to find the method completely fails when multiplying larger numbers or transitioning to algebraic concepts. Consequently, students become entirely dependent on calculators or specific formulas, lacking the fluid mental arithmetic skills required for everyday problem-solving.

2. The Danger of Rushing Formal Methods

   A common feature of poor mathematical instruction is the tendency to introduce formal written procedures far too early in a child's cognitive development.

   Decades of educational psychology demonstrate that children's brains process abstract ideas differently than adults. Foundational teaching skills dictate that the concept of number must first arise from physical activity and experimentation in the real world. It takes time, patience, and practice for these tangible activities to connect to the abstractions of formal arithmetic.

   An unfortunate example of rushing this process is the obsession with rote-learning multiplication tables as early as possible. Small children are often required to memorise them before they have a secure grasp of basic counting or the concept of multiplication itself. While learning these facts is eventually necessary, attempting to ram them home at too young an age creates early frustration, teaching children that maths is "frightfully difficult" rather than logically patterned.

3. It Is About Confidence, Not Capability

   A prevalent and damaging myth is that difficulties with arithmetic arise because a person's brain is "wired differently." In reality, very few people are truly incapable of understanding basic maths; the barrier is almost always rooted in early experiences of poor teaching and subsequent anxiety.

   When students—or adult teachers—are finally taught the foundational logic of arithmetic in a clear, supportive environment, confusion rapidly collapses into order. With that new understanding comes a surge of confidence. Suddenly, higher-level concepts make sense. Algebra is no longer an alien language; it is simply arithmetic with variables.

   Cultivating a growth mindset is essential. Both teachers and students must believe that mathematical ability is not a fixed trait, but a skill that can be developed through clear instruction and practice.

4. The Flexibility to Teach Concepts in Multiple Ways

   When an educator relies solely on memorised rules, they are restricted to explaining a mathematical concept in only one way. If a student fails to grasp that specific explanation, the learning process stalls.

   Conversely, a teacher with a robust, conceptual grasp of numeracy possesses the flexibility to approach the exact same problem from multiple angles. They can translate abstract equations into visual diagrams, physical manipulatives, or practical real-world maths scenarios that resonate with young learners. This adaptability is critical for accommodating different learning preferences and cognitive needs within a diverse classroom, ensuring that no child is left behind simply because a single teaching method didn't work for them.

Conclusion

If you are a primary school teacher struggling with numeracy, it is never too late to overcome your difficulties. Many adults experience a state of panic when confronted by everyday arithmetic due to dreadful early schooling experiences. However, by seeking out resources that focus on "why" numbers work rather than just "how" to process them, you can break the cycle of math anxiety.

You owe it to yourself—and to the next generation of students—to build your mathematical confidence. By doing so, you will transform the classroom from a place of rote memorisation into an environment of logical discovery.

About the Author

---

Steve Miller has many years of experience as a maths teacher, private tutor, software developer, and technical author. He is the author of several educational resources aimed at demystifying mathematics. He is firmly convinced that it is never too late to learn arithmetic, and that the key to success is ensuring a deep, logical understanding of every step.