As a new school year approaches, the math editorial team at Six Red Marbles took time to reflect on their histories with math and how those experiences shape the content we create today.  

Our team is made up of a diverse group of educators and editors with wide-ranging interests and backgrounds, including teaching preschool through high school and college to designing large-scale curricula and assessments. In everyday life, when people learn about our math background and our careers developing math content, it often leads to confessions:

“I’m not a math person.”

“I hated math growing up.”  

People assume that learning math was smooth sailing for us, but that wasn’t always the case. At some point, we all had moments of frustration and times when things didn’t “click.” These experiences make us empathetic toward those who struggle with math and passionate about creating content that helps them thrive. 

At Six Red Marbles, we partner with publishers, edtech providers, school systems, and organizations to build math programs that meet learners where they are. So we asked ourselves: How do you spark interest in math?  How do you address math anxiety?  

Here are some common themes we identified:

 1. Normalize Mistakes

Giving a wrong answer or not being sure of how to tackle a problem can be an extremely vulnerable experience for students. No one enjoys being wrong in front of peers. Encourage a classroom culture where mistakes are seen as part of learning, and reframe what they may consider failure as just steps in the learning process.   

“It’s important to help build confidence in students, celebrating both small and large victories. I also liked to point out or even fake my own mistakes to show students that we all make mistakes and can get confused but we can work through them.” 

Remember to praise effort and the process rather than just correct answers. Promoting a growth mindset helps reinforce the idea that math ability isn’t fixed. It grows with practice, persistence, and the right kind of support. 

2. Create a Hook

Let’s reframe the stereotype that math is boring and tedious. Try to capture student interest through engaging moments, brainteasers, and humor. One of our team members shared this classroom memory: 

“My fourth-grade teacher introduced concepts using a hook that grabbed my attention every time. He once gave a pen out to 10 students and asked them to test it out. Then he mentioned a study showed 90% of people would write their name when trying out a new pen. As a class we discussed what that meant and how it related to the results of our class. He was able to make a connection between percents and fractions through a concrete experience.

Another time he had a jar of jelly beans on a table for a week. He had us guess how many jelly beans there were, but he also allowed time for us to consider and communicate our reasoning. As a class, we discussed all the answers and methodologies as part of a lesson on volume. Listening to the explanations of how other students came to their answers was illuminating. Unbeknownst to us, through all these engaging moments he was building conceptual understanding.”  

Consider using humor as another way to draw students in. When woven thoughtfully into classroom routines, it can make learning math feel fun. Look for places to add puns, funny or absurd word problems, or memes. Doing so can make math less intimidating and more relatable. There’s no reason math can’t be rigorous and joyful at the same time. 

3. Promote Collaboration

When students work together, they’re exposed to different ways of thinking. Explaining an answer, especially when there’s disagreement, builds both math fluency and communication skills. Smaller groups can be less scary, allowing a “safe to fail” atmosphere where students feel more comfortable taking risks without fear.   

“Math is often taught in isolation. By carefully crafting collaborative opportunities within a math class, we can lower the stakes for our learners, showing them that learning math is fluctuating across a spectrum and that it’s okay to require different levels of support at different times over the course of their learning journey. Employing partner practice activities allows learners to check in on the understanding of themselves and their peers, and when there is a disagreement, the learners get practice in communicating mathematical ideas.”  

“I had a teacher who would let us ask questions about any of our homework problems, and student volunteers would show their work on the board. As a class, we would then review their work quickly to assess it for accuracy. I think this set the norm that in this math class, it was okay to ask questions and to make mistakes. That our learning was collective. This definitely influenced the culture and tone I set for my classrooms.” 

4. Make it Relevant

“When am I ever going to use this?” It’s the question every math teacher has heard . . . and one we always keep in mind as content developers. 

Real-world context matters. When we embed math in familiar situations, whether it’s measuring ingredients, comparing sports stats, or analyzing community data, students see that math has purpose. 

Cultural relevance matters too. That’s why it is important to incorporate examples and applications that reflect diverse learners. 

“Tie math into real life and everyday experiences to make it more meaningful. Show how math can make life easier.” 

“Help learners see themselves in the math. Incorporate real-world situations from a variety of cultures when discussing the application of mathematics.” 

“Start with a question that matters to students.”  

Showing how math connects to everyday life gives it purpose and makes it more meaningful. Start with questions that matter to students, and then design math tasks that help them explore, explain, and make meaning. 

5. Build Conceptual Understanding

Math can be an abstract concept. How can we get students to understand the “why” instead of just the “how”? Start with simpler problems and build complexity gradually to ensure mastery of foundational concepts. 

Model using visual aids, such as diagrams and sketches, to help students interpret the task at hand. Providing manipulatives, like counters, fraction circles, and algebra tiles, can provide a hands-on way for students to interact with abstract ideas. Some students need to learn by manipulating tangible things. 

“I think there is a lot to be said for a tangible and interactive focus on fundamental concepts, but there also has to be an element of rehearsal, practice, and experience with immediate feedback and explanation. For kids who aren’t getting it, it’s discouraging to just know something is wrong, but they have to understand why and try the same idea in another context.” 

Embrace productive struggle. There is no way around it; math takes patience and a lot of practice.  

“When working with students, I tried to be infinitely patient, letting them figure it out and giving nudges when absolutely necessary.” 

Encourage thinking out loud to reduce cognitive load and process solutions more clearly. 

Have students get in the habit of asking “What do I know?” and “Where do I go from here?”  

Then ask students deeper questions that go beyond the answers. 

What would happen if this number changed? Why does this work? 

How have you created a supportive and engaging learning experience? Do you have a teacher who made a difference in your education journey? Share your thoughts! 

Let’s Build Better Math Experiences 

Six Red Marbles believes every student deserves a math experience that feels possible and even joyful. Whether we’re developing core instructional programs, building adaptive assessments, or creating supplemental math supports, we prioritize clarity, empathy, and accessibility at every step. 

Want to collaborate on math content that supports all learners and reflects best practices in pedagogy, equity, and design?
Let’s talk.