What’s missing in ITE? Preparing teachers to address poverty in mathematics education

What’s missing in ITE? Preparing teachers to address poverty in mathematics education

by | NW 10 Teacher Education Research

In Scotland, as in many parts of the world, child poverty presents a significant barrier to educational attainment and well-being. The impact of poverty on academic achievement, including lower attainment in mathematics, is well-documented and framed as the poverty-related attainment gap within education policies in Scotland (Scottish Government, 2023).

This blog post argues that child poverty should be explicitly addressed within ITE programmes, particularly in mathematics education, to help student teachers make clearer connections between issues of social justice and the teaching of mathematics, rather than addressing poverty under the broad terms of inclusion or the poverty-related attainment gap.

Why poverty matters in mathematics education

Mathematics has long been seen as a “gatekeeper” subject. Doing well in mathematics often decides who can progress to higher education and to better job opportunities, and who gets left behind (Douglas & Attewell, 2017; Durrani & Tariq, 2012; Martin et al., 2010). Yet mathematics is too often treated as if it were neutral, separated from inequality. In reality, however, children growing up in poverty are more likely to face lower expectations, be placed in low-ability groups, and receive simplified tasks that limit their chances to succeed (Hoadley, 2007; Jorgensen et al., 2014; Oakes, 1990; Schoenfeld, 2002).

These practices reinforce the idea that only some students are “naturally good” at mathematics, while others are left with fewer opportunities. Because of its central role in shaping opportunities in life, mathematics education is a crucial context to tackle questions of social justice.

This blog post is based on my PhD research, which revealed that student teachers often compartmentalise the idea of social justice and teaching mathematics, treating them as separate concerns. This disconnection presents a significant challenge to preparing student teachers for equitable practice.

The key question is: what within ITE can potentially help to make this connection clearer.

What has been done in an ITE context in Scotland?

The ways we do work should involve providing options and developing flexibility and valuing diversity applying any context. Having said that, I do think the design that we use with the student teachers is a crucial part of improving outcomes for people who live in poverty. It is just we don’t label it that way. We do not say, this is how we are going to tackle poverty, we will do this. Because actually all children can benefit from it.

This reflection comes from an ITE tutor in the research context. As this and other reflections illustrate, in ITE settings child poverty is generally addressed under the broader umbrella of inclusion and rarely directly addresses mathematics teacher education. While this approach indeed reflects a degree of awareness amongst student teachers, it may fail to engage with the lived realities of children growing up in poverty.

What’s missing in ITE?

Valuing diversity in education may require not only offering flexible teaching but also paying closer attention to what that diversity in a classroom actually entails. Poverty, for instance, can shape children’s mathematical learning through the resources and early experiences (Ellis & Sosu, 2015; Greaves et al., 2014; James-Brabham et al., 2023; Marks et al., 2006) they have access to, as well as the confidence they bring into the classroom. At the same time, children living in poverty often demonstrate resilience, benefit from targeted interventions, and thrive with parental and school support (DePascale et al., 2024; Sheehan & Hadfield, 2024). If these aspects remain unspoken, teachers may find it harder to create socially just practices that respond to culture, recognise strengths, and address limitations.

Nancy Fraser’s (1999) multidimensional conception of social justice (encompassing redistribution, recognition, and representation) offers a useful framework for understanding and addressing issues related to injustices in education. Fraser argues that neither redistribution, understood as the fair allocation of resources and opportunities, nor recognition, understood as the acknowledging and embracing of diverse identities of the learners, is sufficient on its own to address injustice.

Representation, understood as ensuring that all learners have a genuine voice and the ability to participate in the classroom, is equally essential. Ultimately, achieving social justice requires the integration of all three dimensions: redistribution, recognition, and representation.

The idea that all children benefit from inclusive pedagogies aligns with the redistribution principle – according to the tutor cited above, the key mission of ITE programmes is to teach student teachers to provide all children with opportunities to succeed. To do this, they need flexibility in their mathematics teaching practice, and a general idea of valuing diversity. However, this does not always recognise how non-school knowledge (for example, budgeting with limited resources, navigating public transports or household tasks) could be meaningfully connected to classroom mathematics.

Equally, redistribution was under-addressed in this context, discussions of equitable access rarely touched on the material and structural factors that affect how children learn mathematics, such as availability of mathematical manipulatives, after-school programmes, or adequate funding at schools in high-poverty areas.

Social justice requires more than providing fair opportunities for the learners; it involves understanding and embracing differences and empowering students to be active participants of the learning environment while considering carefully what they might need to achieve this. However, this was largely absent within the research context, with children’s participation framed as teacher-directed rather than as opportunities for learner agency in shaping mathematical learning. Without stronger attention to these dimensions, student teachers may leave ITE with a limited understanding of how mathematics education itself can either reproduce or challenge social justice issues linked to poverty.

Final thoughts

This study is based on interviews with ITE tutors and therefore reflects their perspectives on programme design and pedagogical intentions rather than the full complexity of classroom practice. As a result, the everyday realities of teaching may reveal stronger forms of recognition and representation than those captured in this analysis, as well as additional ways in which student teachers engage with children’s lived experiences of poverty.

Acknowledging this limitation is important when interpreting the findings. Nevertheless, the interviews with tutors provide valuable insight into how poverty is currently conceptualised and addressed within ITE, offering an important basis for considering how ITE might be strengthened.

Building on this, to more effectively prepare student teachers, ITE programmes could move beyond broad commitments towards inclusion to instead offer more concrete preparation for working with children in poverty. Central to this shift is the need for ITE to explicitly embed the three pillars of social justice: redistribution of resources, recognition of diverse identities, and representation of student agency. Although ITE programmes already take on a wide responsibility when it comes to diversity – covering areas such as gender, race, immigration, and more – these aspects of diversity often overlap, and by addressing one dimension thoughtfully, we also contribute to the others.

Key Messages

  • To effectively prepare student teachers to address poverty in their teaching practice, ITE programmes could move beyond broad commitments to inclusion and offer more concrete preparation for working with children in poverty.
  • Valuing diversity in education may require not only offering flexible teaching but also paying closer attention to what that diversity in a classroom actually entails. 
  • Achieving social justice requires the integration of all three dimensions: redistribution of resources, recognition of diverse identities, and representation of student agency
  • Social justice requires more than providing fair opportunities for the learners; it involves understanding and embracing differences and empowering students to be active participants of the learning environment while considering carefully what they might need to achieve this.
Dr. Nejla Tugcem Sahin Bayik

Dr. Nejla Tugcem Sahin Bayik

Directorate of Basic Education at the Ministry of National Education (MoNE) in Türkiye

Dr. Nejla Tugcem Sahin Bayik is an Education Specialist in the Monitoring and Evaluation Department of the Directorate of Basic Education at the Ministry of National Education (MoNE) in Türkiye. She is also a part-time lecturer at TED University. She earned her PhD in Education from the University of Aberdeen and holds an MA Degree in Mathematics Education from University College London. Having lectured at the University of Aberdeen, she has also contributed to various research projects as a researcher in the UK and in Türkiye. Her main research interests are social justice issues in education, inclusion, diversity, and children’s rights.

LinkedIn: https://www.linkedin.com/in/nejla-tugcem-sahin-bayik

Personal Blog: https://tugcemsahinbayik.blogspot.com/

ResearchGate: https://www.researchgate.net/profile/Nejla-Sahin-Bayik

Other blog posts on similar topics:

References and Further Reading

DePascale, M., Bustamante, A. S., & Dearing, E. (2024). Strengths-Based Approaches to Investigating Early Math Development in Family and Community Context: A Conceptual Framework. AERA Open, 10. https://doi.org/10.1177/23328584241302059

Douglas, D., & Attewell, P. (2017). School Mathematics as Gatekeeper. 58(4), 648–669. https://doi.org/10.1080/00380253.2017.1354733

Durrani, N., & Tariq, V. N. (2012). The role of numeracy skills in graduate employability. Education + Training, 54(5), 419–434. https://doi.org/10.1108/00400911211244704

Ellis, S., & Sosu, E. (2015). Closing poverty-related attainment gaps in Scotland’s schools: What works? From:https://strathprints.strath.ac.uk/54123/15/Ellis_Sosu_IPPI2015_closing_poverty_related_attainment_gaps.pdf

Fraser, N. (1999). Social Justice in the Age of Identity Politics: Redistribution, Recognition, and Participation. In L. Ray & A. Sayer (Eds.), Culture and Economy after the Cultural Turn (pp. 25–52). SAGE Publications Ltd. https://doi.org/10.4135/9781446218112.n2

Fraser, N., & Honneth, A. (2003). Redistribution or Recognition? A Political-Philosophical Exchange. Verso.https://books.google.com.tr/books?id=IJxT6pxjO7YC&lpg=PP1&pg=PP1#v=onepage&q&f=false

Greaves, E., Macmillan, L., & Sibieta, L. (2014). Lessons from London schools for attainment gaps and social mobility. Social Mobility and Child Poverty Commission. From: https://socialmobility.independent-commission.uk/app/uploads/2024/07/London_Schools_-_FINAL.pdf

Hoadley, U. (2007). The reproduction of social class inequalities through mathematics pedagogies in South African primary schools. Journal of Curriculum Studies, 39(6), 679–706. https://doi.org/10.1080/00220270701261169

James-Brabham, E., Loveridge, T., Sella, F., Wakeling, P., Carroll, D. J., & Blakey, E. (2023). How do socioeconomic attainment gaps in early mathematical ability arise? Child Development, 94(6), 1550–1565. https://doi.org/10.1111/cdev.13947

Jorgensen, R., Gates, P., & Roper, V. (2014). Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87(2), 221–239. https://doi.org/10.1007/s10649-013-9468-4

Marks, G. N., Cresswell, J., & Ainley, J. (2006). Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation, 12(2), 105–128. https://doi.org/10.1080/13803610600587040

Martin, D., Gholson, M., Leonard, J., Martin, D. B., Gholson, M. L., & Leonard, J. (2010). Mathematics as gatekeeper: Power and privilege in the production of knowledge. Journal of Urban Mathematics Education, 3(2), 12–24. https://doi.org/10.21423/jume-v3i2a95

Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. The RAND Corporation. From: https://www.rand.org/content/dam/rand/pubs/reports/2006/R3928.pdf

Schoenfeld, A. H. (2002). Making Mathematics Work for All Children: Issues of Standards, Testing, and Equity. Educational Researcher, 31(1). https://doi.org/10.3102/0013189X031001013

Scottish Government (2023). Pupil attainment: closing the gap – Schools. Retrieved May 15, 2025, from https://www.gov.scot/policies/schools/pupil-attainment/

Sheehan, J., & Hadfield, K. (2024). Overcoming socioeconomic adversity: Academic resilience in mathematics achievement among children and adolescents in Ireland. British Journal of Developmental Psychology, 42(4), 524–545. https://doi.org/10.1111/bjdp.12512

Math meditation – how mindfulness transforms anxiety into numbers

Math meditation – how mindfulness transforms anxiety into numbers

by | NW 24 Mathematics Education Research

Even though mathematics is often considered the queen of sciences and one of the most important subjects taught in school, it remains a mystery to many people and is associated with fear—often passed down to children by parents, guardians, teachers, and social and cultural influences. Many educators, who play a crucial role in nurturing talents and supporting the development of mathematical skills, may benefit from additional training and resources on this topic.

The myth of mathematical talent as an innate gift

The belief that mathematical talent is both rare and inherited is a widespread cultural myth. Many still assume that success in mathematics requires a special, innate “gift” that cannot be learned or developed through effort alone. Research has shown that people often associate math achievement with brilliance, and this perceived brilliance is commonly thought to be genetically determined. For instance, surveys of both academics and the general public reveal a tendency to view math as a subject where innate talent plays a larger role than effort or teaching. (E. Chestnut, R. Ley, S. Leslie, A. Cimpian 2018; Science Daily, 2020).

Genetic studies suggest some link between brain development and mathematical ability, though the extent of the influence of heredity remains complex. For example, research on the neurobiological origins of mathematical ability highlights how certain genetic factors affect brain structures associated with quantity processing, influencing mathematical skills in children​ (M. Skeide et. Al, 2020).

This view, however, has important social implications, as it perpetuates stereotypes that brilliance—and thus success in mathematics—is more common among certain groups (such as males or people of specific racial backgrounds) while discouraging others from pursuing math-intensive fields ​(E. Chestnut, R. Ley, S. Leslie, A. Cimpian, 2018).

In my homeland, Poland, we recognize a great need to change the way mathematics is taught, starting from the earliest educational stages (StrefaEdukacji 2024). Unfortunately, this cannot happen immediately. It requires a lot of time, effort, and willingness to meet such a difficult challenge.

Could mindfulness help alleviate maths anxiety?

My academic interests are related to early childhood education in mathematics and language. During my work in primary schools, with students, and while conducting research projects, I noticed that the fear that often accompanies mathematics can be mitigated. Completing a psychotherapy course and having my own experiences with mindfulness led me to realize that this could be an important point in alleviating mathematical anxiety. As it later turned out, I was not the only one who thought this way.

The United Kingdom was one of the first countries to widely introduce mindfulness into schools. Mindfulness programs began to be implemented on a larger scale in 2019 as part of an initiative aimed at improving students’ mental health. This project, carried out by the Anna Freud National Centre for Children and Families in collaboration with University College London, involved around 370 schools in England. As part of the initiative, students participated in mindfulness exercises, relaxation techniques, and breathing exercises to improve their mental well-being (Chen, C. ,2021,Weare, K., & Bethune, A.,2021).

Research on the impact of mindfulness on mathematics performance in schools has yielded promising results. One study conducted on primary school students in the United Kingdom found that mindfulness interventions can help reduce mathematics anxiety, which in turn can improve mathematics performance. Students who regularly practiced mindfulness before math lessons reported lower levels of anxiety and better results in math tests. However, the effectiveness of these interventions varied depending on the school and its approach to implementing the program (Henderson, D., 2019)​.

Other studies on secondary school students indicate a positive impact of mindfulness on high-stakes mathematics test performance. Specifically, students who participated in mindfulness sessions before tests achieved better results than their peers who did not have such an intervention. Mindfulness helped them reduce stress and anxiety related to testing, which positively influenced their achievements (Zuo, H., & Wang, L. (2023)).

It is worth noting, however, that although research indicates the benefits of mindfulness in mathematics education, the effectiveness of these programs can depend on various factors, such as the implementation method and individual differences among students. Therefore, further research is necessary to better understand how and why mindfulness affects mathematics performance (Meyer, L., & Eklund, K. (2020).

Traditional Teaching of Mathematics

Mathematics is often taught in a highly structured way, prioritizing memorization and practice of specific techniques. This conventional method is teacher-centered and results-driven, emphasizing accuracy and speed. Many students experience math anxiety due to the pressure of getting correct answers quickly, which can make learning rigid and stressful. Mistakes are typically viewed as failures rather than opportunities for learning, contributing to a fear-based relationship with the subject​. (Boaler, J., 2016).

Traditional math teaching often emphasizes heavy focus on formulas and algorithms, requiring students to memorize and apply them in repetitive ways. This approach places a strong emphasis on performance, especially through tests and exams, where students are judged primarily on their ability to get the right answer quickly. Instruction tends to be teacher-centered, allowing little room for exploration or curiosity, as students follow strict procedures rather than engaging in creative problem-solving. Mistakes are often seen as failures rather than opportunities for growth, which can lead to increased anxiety among students. As a result, this method of teaching tends to disconnect learners from emotional or mindful engagement, reducing their ability to connect with the material on a deeper level.

Teaching Mathematics with Mindfulness

In teaching mathematics with mindfulness, there is a strong encouragement of self-reflection and mindfulness exercises aimed at reducing student anxiety. Mistakes are normalized, promoting a learning process that embraces trial and error rather than fear of failure. The focus shifts from memorizing formulas to understanding concepts deeply, ensuring that students grasp the “why” behind the methods they use. Real-world applications of math concepts are highlighted to make the subject more engaging and relevant. Additionally, collaborative learning environments are fostered, supporting cooperative problem-solving and peer interaction, which enhances both understanding and enjoyment of the subject (Leppma, M., & Darrah, M., 2022).

Studies suggest that incorporating mindfulness practices in math classrooms can significantly reduce anxiety and improve problem-solving skills by helping students focus on the present moment and engage with math in a more open, less judgmental way (Ahmed, K., Trager, B., Rodwell, M., Foinding, L., & Lopez, C., 2017).). This approach aligns well with contemporary educational goals that prioritize not just cognitive, but emotional and social development.

Summary – and a call for change in teaching mathematics in Poland

In my opinion, considering the needs of Polish children, we should implement similar initiatives in our country. The experiences in the United Kingdom clearly demonstrate that mindfulness in education can help students. Introducing mindfulness programs in schools, especially amidst the current mental health crisis among children and adolescents, can serve as a powerful tool for fostering mental health hygiene and prevention.

By adopting these practices, we can help Polish youth not only academically but also develop the resilience and well-being needed to thrive in all aspects of their lives. And as mindfulness has no cultural boundaries, such assistance should, in my opinion, be a right for every student attending school in every country in our world.

Key Messages

  • Mindfulness reduces math anxiety by shifting focus to the present moment.
  • Embracing mistakes as part of the learning process improves problem-solving skills.
  • Mindful approaches foster a deeper understanding of mathematical concepts.
  • Mindfulness improves concentration, leading to better performance in math.
  • Math meditation enhances emotional and cognitive development.
Dr Maja Wenderlich

Dr Maja Wenderlich

Assistant Professor in the Department of Supporting Human Development and Education, The Maria Grzegorzewska University, Warsaw, Poland

Other blog posts on similar topics:

References and Further Reading

Ahmed, K., Trager, B., Rodwell, M., Foinding, L., & Lopez, C. (2017). A review of mindfulness research related to alleviating math and science anxiety. Journal for Leadership and Instruction, 16(2), 26–30. https://spiral.lynn.edu/facpubs/434/

Bennett, D. (2019). Mindfulness and math: The role of mindfulness in mathematics education and assessment. Large-scale Assessments in Education, 7(1), 1-14. https://doi.org/10.1186/s40536-019-0078-1 

Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
Ernest, P. (1989). The philosophy of mathematics education. London, England: Falmer Press. 2016-07883-000 

Chen, C. (2021). Exploring mindfulness-based school programs around the world. Centre for Education Improvement. https://www.edimprovement.org/post/exploring-mindfulness-based-school-programs-around-the-world

Chestnut,  E., Ley, R., Leslie, S., Cimpian, A. (2018). The Myth That Only Brilliant People Are Good at Math and Its Implications for Diversity. Education sciences, 8(2), 65. https://doi.org/10.3390/educsci8020065

Henderson, D. (2019). Exploring the impact of a mindfulness-based intervention in relation to primary school children’s mathematics anxiety [Doctorate of Educational Psychology in Educational Child and Community Psychology]. University of Exeter. https://ore.exeter.ac.uk/repository/handle/10871/38965

Leppma, M., & Darrah, M. (2022). Self-efficacy, mindfulness, and self-compassion as predictors of math anxiety in undergraduate students. International Journal of Mathematical Education in Science and Technology, 1–16. https://par.nsf.gov/biblio/10327283-self-efficacy-mindfulness-self-compassion-predictors-math-anxiety-undergraduate-students 

Meyer, L., & Eklund, K. (2020). The impact of a mindfulness intervention on elementary classroom climate and student and teacher mindfulness: A pilot study. Mindfulness, 11, 991-1005. https://doi.org/10.1007/s12671-020-01317-6

Neuroscience News. (2020, October 28). Genetics linked to children’s math ability. Neuroscience News. https://neurosciencenews.com/genetics-math-ability-17207/

Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10, Article 3050. https://doi.org/10.3389/fpsyg.2019.03050

ScienceDaily. (2020, October 22). Mindfulness training in schools reduces stress and improves mental health. ScienceDaily. https://www.sciencedaily.com/releases/2020/10/201022144549.htm

StrefaEdukacji. (2023, September 4). Wiceminister edukacji Katarzyna Lubnauer zapowiada zmiany w nauczaniu matematyki. Strefa Edukacji. https://strefaedukacji.pl/wiceminister-edukacji-katarzyna-lubnauer-zapowiada-zmiany-w-nauczaniu-matematyki-szkoly-czeka-kolejna-rewolucja/ar/c5-18385069

Weare, K., & Bethune, A. (2021). Implementing mindfulness in schools: An evidence-based guide. The Mindfulness Initiative. https://mindfulnessinschools.org/wp-content/uploads/2021/03/implementingmindfulnessinschools-vfinal-digital.pdf#:~:text=URL%3A%20https%3A%2F%2Fmindfulnessinschools.org%2Fwp

Zuo, H., & Wang, L. (2023). The influences of mindfulness on high-stakes mathematics test achievement of middle school students. Frontiers in Psychology, 14.  https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1061027/full