By Monica Morales-Hernandez
As a Mexican woman of color teaching entry-level math courses at a liberal arts institution, I can attest to how vital it is to address math anxiety in students and counteract it by fostering a compassionate learning environment. Math anxiety is a well-documented phenomenon that affects cognitive functioning, often leading to lower performance and less engagement. When students feel intimidated or judged, their stress responses hinder their ability to focus and problem-solve effectively. For many, mathematics is synonymous with fear, anxiety, and confusion, stemming from past experiences where a lack of empathy created barriers to understanding. I believe that teaching mathematics with compassion is crucial, especially for students just beginning their journey in this subject.
Incorporating compassion into teaching also aligns well with the values of a liberal arts institution. Liberal arts education is about developing well-rounded thinkers who can question, critique, and understand the world from multiple perspectives. Mathematics, often viewed as rigid and exact, can sometimes seem at odds with this holistic mission. However, when taught with empathy, math becomes a tool for exploring different viewpoints, analyzing complex problems, and fostering intellectual curiosity. Students begin to appreciate math not as a series of rules to memorize but as a language that can help them make sense of patterns, structures, and phenomena in various fields, from the social sciences to the arts.
Teaching mathematics with compassion means combining the rigor and formality of mathematics with a commitment to making math accessible, equitable, and transformative for every student who steps into the classroom. Compassionate teaching in mathematics goes beyond just the delivery of content. It’s about acknowledging that each student brings a unique set of experiences, backgrounds, and emotions into the classroom. A compassionate approach doesn’t mean reducing expectations. Rigorous mathematics can coexist with empathy, and in fact, empathy can enhance the rigor by promoting a genuine understanding of mathematical concepts. I emphasize precision, formality, and logical structure as core elements of math, yet I pair these with patience and encouragement.
For students historically marginalized in math due to race, gender, or socioeconomic status, a compassionate teaching approach can be transformative. Many have faced biases and low expectations, leaving them uncertain about their abilities. By fostering a space where mistakes are normalized and questions welcomed, I affirm their belonging in the math classroom and their capacity to excel. This supportive environment encourages deeper engagement, as students gain confidence not from fear of failure but from knowing their contributions matter and their professor believes in them. This approach reduces math anxiety and challenges the notion that math is reserved for a select few. Normalizing struggles and celebrating progress helps students embrace challenges as part of learning. By connecting abstract concepts like functions or derivatives to relatable scenarios, such as pop culture, I demonstrate that math is a tool for creative problem-solving and critical thinking, accessible to everyone. Through empathy, I help students see math not as exclusive but as a dynamic, inclusive discipline.
Representation in mathematics education fosters an inclusive environment where students feel they belong and can excel. Reflecting diverse identities and experiences in teaching serves as a powerful reminder to students of their potential in the field. To achieve this, I incorporate examples that resonate with various cultural backgrounds and highlight contributions from underrepresented mathematicians. One initiative involved students researching mathematicians from their own culture and presenting on their mathematical and historical significance. Additionally, I designed a Harry Potter-themed Calculus 1 final exam, blending traditional problems with creative narratives. These approaches engaged students and demonstrated how mathematics can intersect with popular culture, sparking enthusiasm and curiosity among students.
Ultimately, teaching mathematics compassionately is about empowering students. It is about saying, “You are capable. You belong here. You have the ability to succeed.” It’s about creating a classroom environment where students aren’t merely surviving math but are thriving in it. They learn not just to perform calculations but to appreciate the logic, beauty, and power of mathematical thought. When students feel respected and supported, their fear turns into curiosity, and their anxiety transforms into confidence. And with this transformation, they gain a lifelong appreciation for the subject, a gift that transcends any single course or grade.
Teaching mathematics with compassion is a commitment to equity, inclusion, and excellence. By reducing anxiety and fostering a supportive environment, we give students the freedom to explore math deeply, rigorously, and joyfully. This approach has the power to transform students’ relationships with mathematics, helping them see it as a path to growth, understanding, and empowerment. As a female mathematician of color teaching at a liberal arts institution, I am honored to play a part in reshaping students’ perceptions of math and opening doors to a subject that is, at its heart, meant for everyone.
Author’s Note: I would like to thank Dr. Sherli Koshy (Touro University, Nevada) for her time spent editing this piece.
Monica is an applied mathematician and Assistant Teaching Professor at Adelphi University. Her areas of interest are Numerical Analysis, Statistics, Math Education, and History of Mathematics.