Motivation & Mindset

What You’ll Find Here: 3 Videos • Mindset Strategies • Tough-Week Plan • Self-Check

On This Page: Math Mindset Traps | Growth Mindset | Staying Motivated | A Tough-Week Routine | Quick Self-Check | Need Help? | Choose One Action

Your Math Mindset Can Change

Have you ever thought, "I'm just not a math person," or felt discouraged because a problem took longer than you expected? Maybe you have compared yourself to classmates, become frustrated after making mistakes, or struggled to find the motivation to keep going during a difficult week. These experiences are common, but they do not have to determine how you approach mathematics.

Your mindset affects how you respond to challenges, interpret mistakes, and decide what to do when something feels difficult. Developing a more productive mindset does not mean pretending math is easy or forcing yourself to feel positive all the time. It means learning to recognize unhelpful thoughts, focus on what you can control, and use strategies that support continued learning. In this lesson, you will learn:

• How to recognize common mindset traps that can interfere with learning mathematics

• How to approach mathematical challenges with a growth mindset

• Why mistakes, effort, strategies, and feedback are important parts of learning

• How to respond when confidence or motivation is low

• How to create a realistic plan for staying connected to your math course during difficult weeks

• How to recognize small signs of progress and keep moving forward

You do not need to feel confident about every topic or motivated every day. What matters is developing ways to respond to challenges and finding a useful next step.

Our thoughts about mathematics can influence how we approach problems, respond to mistakes, and decide whether to keep trying. Sometimes these thoughts become habits that make learning harder than it needs to be. Common mindset traps include believing that mathematical ability is something you either have or do not have, thinking that making mistakes means you are not capable, or assuming that someone who solves problems quickly must understand mathematics better. Learning to recognize these thoughts is the first step toward changing how you respond to them.

As You Watch

Think about this question: What thoughts tend to come up when you encounter a math problem that you do not immediately understand?

Try It Now

Think about a recent situation in which mathematics felt difficult or frustrating.

1. Write down the thought you had at the time.

2. Consider whether the thought was based on evidence or an assumption about your ability.

3. Rewrite the thought in a way that acknowledges the challenge while allowing room for learning.

4. Identify one action that could help you make progress.

For example:

The goal is not to replace every negative thought with a positive statement. Instead, try replacing thoughts that stop you from learning with ones that help you decide what to do next.

You may have heard the term growth mindset, but what does it actually mean when you are working on difficult mathematics? A growth mindset is not simply telling yourself to try harder or repeating that you can do anything. It involves recognizing that mathematical understanding can develop through effective practice, useful strategies, feedback, and support. Sometimes progress comes from working through a challenging problem. Other times, it comes from asking a question, correcting a mistake, returning to an earlier concept, or discovering that you need to change your approach.

As You Watch

Think about this question: When something in math is not working, do you usually keep using the same approach, give up, or look for a different strategy?

Try It Now

Choose one math topic or type of problem that you currently find difficult. Complete the following statements:

1. What I am working on: Name the specific topic or skill.

2. What I can already do: Identify something you understand or can complete independently.

3. Where I get stuck: Describe the step, idea, or situation that causes difficulty.

4. What I could try differently: Choose a new strategy, resource, or form of practice.

5. How I will check my progress: Decide what you should be able to do after practicing.

For example:

• Topic: Solving equations with fractions

• What I can do: Solve equations involving whole numbers

• Where I get stuck: Finding a common denominator and keeping both sides balanced

• What I could try: Review one worked example, practice clearing denominators, and ask a tutor to check my setup

• How I will check progress: Solve two similar equations independently and explain each step

A growth mindset becomes useful when it changes what you do, not just what you say to yourself.

Motivation naturally changes throughout a semester. Some weeks you may feel organized, confident, and ready to learn. Other weeks, work responsibilities, family commitments, stress, confusing assignments, or unexpected problems can make it difficult to keep up. During these weeks, the goal is not to feel motivated all the time or follow a perfect study schedule. Instead, focus on realistic actions that help you stay connected to your math course. A minimum plan, a clear next step, and support from others can make it easier to continue learning or restart after falling behind.

As You Watch

Think about this question: When you have a difficult week, what is one small action you could take to stay connected to your math course, even if you cannot complete everything you originally planned?

Video Coming Soon!!

Try It Now

Think about what happens when you have a particularly busy or stressful week. Instead of planning for an ideal week, create a smaller version of your study plan that you could realistically use when time, energy, or motivation is limited. Write down:

1. One way you will check what is happening in your course.

2. One small math activity that will help you continue learning.

3. One way you will identify or record questions.

4. One person or resource you can contact if you need help.

5. One action that can help you restart after falling behind.

For example:

A minimum plan is not meant to replace your regular study routine. It is a way to maintain some connection to your learning during weeks when your usual routine is not realistic. You can return to your regular plan when circumstances improve.

Difficult weeks are easier to navigate when you have a plan that does not depend on feeling motivated. Try this six-step routine when schoolwork begins to feel overwhelming.

1. Recognize What Is Happening - Acknowledge that this is a difficult week. Identify what is making it harder to complete your usual work without judging yourself for struggling.

2. Check What Needs Attention - Open your course page, review announcements, and identify upcoming deadlines. Focus on what needs attention now rather than everything that remains unfinished.

3. Choose Your Most Important Task - Consider what is due first, what will support your learning, and what can still be submitted. If you are unsure what to prioritize, ask your instructor.

4. Create a Minimum Plan - Identify the smallest realistic set of academic tasks you can complete. Break large assignments into specific actions you can begin.

5. Ask for Help When Needed - Contact your instructor, a tutor, an advisor, or another support resource. You do not need to solve every problem independently before reaching out.

6. Notice One Small Win - Recognize something you accomplished, even if it was opening your course, attempting one problem, asking a question, or making a plan to restart.

Recognize → Check → Prioritize → Plan → Ask → Notice

This routine does not require you to fix everything at once. It gives you a place to begin and a way to reconnect with your learning.

As you think about your experiences learning mathematics, ask yourself:

• Can I recognize when I am making assumptions about my mathematical ability?

• Do I understand that mistakes can provide useful information about what I need to practice?

• Can I identify a specific strategy to try when a problem is difficult?

• Am I willing to ask questions or use support resources when I need them?

• Can I recognize progress even when I have not completely mastered a topic?

• Do I have a realistic plan for staying connected to my course during difficult weeks?

• Can I break overwhelming tasks into smaller, manageable steps?

• Do I know how to restart after missing an assignment or falling behind?

• Can I identify a reason why learning mathematics matters to me?

You do not need to answer “yes” to every question. Use these questions to recognize the strategies you already use and identify one area where you would like to make a change.

Changing how you approach mathematics takes time. You may understand that mistakes are part of learning and still feel discouraged when you make them. You may want to stay motivated but struggle to begin when you feel overwhelmed. These experiences do not mean your mindset is wrong or that you are not making progress. If you find yourself feeling discouraged, stuck, or unable to keep up with your coursework, consider trying one of the following:

• Identify the specific difficulty. Instead of thinking “I cannot do math,” try identifying the particular concept, step, or type of problem that is confusing.

• Change your strategy. If repeatedly attempting the same problem is not helping, review an example, revisit an earlier concept, or try a different explanation.

• Ask for feedback. Your instructor or a tutor may be able to identify a misunderstanding or suggest a different approach.

• Make a smaller plan. If your normal study routine feels impossible, choose a minimum action that is realistic for your current circumstances.

• Reconnect with your goals. Remind yourself why you enrolled in the course and what completing it will help you accomplish.

• Recognize when you need rest or additional support. Exhaustion and stress can make learning more difficult. Taking care of yourself and reaching out for support can be important parts of your academic plan.

If you have fallen behind, you can send your instructor a short message explaining that you want to get back on track and asking what you should prioritize. You do not have to wait until you feel confident, prepared, or caught up before asking for help.

You do not need to completely change your mindset or motivation in one day. Choose one manageable action to try:

• Write down one mindset trap you have noticed and a more productive way to respond to it.

• Identify one mathematical skill you have improved since beginning your course.

• Choose a difficult math topic and write down one different strategy you could try.

• Replace one broad goal, such as “get better at math,” with a specific learning action.

• Create a minimum math plan for a difficult week.

• Write down one reason why completing your math course matters to you.

• Contact an instructor or tutor about a specific question.

• Restart an assignment or study activity you have been avoiding.

• Recognize one small accomplishment from the past week.

You do not need perfect confidence, constant motivation, or a semester without challenges to make progress. Mathematical understanding develops over time, and the actions you take when learning feels difficult can make a meaningful difference. Choose one next step. Give yourself an opportunity to learn from it, and continue from there.