Learning to Love MathematicsOnline Teaching SeminarVirtual

Where does the fear of mathematics come from, and how do we help our students, and ourselves, overcome it? In this seminar, we will learn how to disrupt negative math mindsets and provide students with tangible evidence that they belong in mathematics. Acknowledging the emphasis on testing that teachers face daily, each session offers practical strategies to shift classroom culture away from speed and memorization toward deep thinking, creative pattern-seeking, and mathematical agency. Together, we’ll empower students to see mathematics not as a set of mechanical rules, but as a deeply human, creative pursuit–rich with structure, story, and possibilities–unlocking a world where everyone is a mathematician.

Session A: How do learners come to see themselves as “good” or “bad” at math?

In your classroom, what reinforces or challenges the stereotypes around mathematics? As a learner, what are you afraid of? Were there any subjects you were put off by as a kid? When did you decide you were (or weren’t) a “math” person? And why does it matter?

Session B: What impression of mathematics do people leave school with, and is it the right one?

If not, how can we change it? How can we bring “real” mathematics into the classroom?

The utility of mathematics often gets in the way of seeing it as the marvellous creative, playful experience that it truly can be. Beyond equations and exam preparation lies a world of hidden structures, symmetry, and human imagination. By bridging the divide between math and the creative arts, we can help students rediscover its innate beauty, curiosity, and storytelling power.

Session C: Where is mathematics hiding in your – and your students’ – favourite pastimes?

Opportunities abound to see mathematical patterns and explore them in the world around us. In this session teachers will learn to uncover spatial, logical, and structural math hidden within everyday hobbies like music, gaming, sports, and art. They will explore ways to leverage their students’ passions to ground abstract concepts in familiar, meaningful real-world contexts.

Session D: How do we foster an environment of productive struggle, where being wrong is part of the process?

Does our feedback trigger performance anxiety, or does it build confidence, curiosity, and agency? In a complex world, there may not be a right question, never mind a right answer. Here we’ll discuss practical strategies to reframe mistakes as necessary data points rather than dead ends.

Session E: How do we give students experiences that build their mathematical confidence and reframe their perception of math and themselves as mathematicians?

In this final session, we’ll explore how to give learners new evidence about who they are as mathematicians. By designing experiences that allow every learner to gather clear, personal proof of their mathematical growth, we’ll rewrite your students' belief in their own intelligence for good.

*This five-session series is designed to be experienced as a cohesive whole. Teachers are therefore encouraged to attend all five sessions.

0.5 credits per session for school members

CTLE credit available