Two of Dubai’s leading primary maths experts reveal how parents can nurture confident young mathematicians – without the tears or timed tests
From writing a shopping list to the bedtime clock, maths is woven through family life in ways that rarely feel like “doing maths” at all. Yet for many parents, the subject still carries a weight of worry: Am I supporting my child enough?
We spoke to two of Dubai’s primary maths leaders about what good learning looks like and how families can help at home.
Russell Smart is Deputy Head of Primary at Dubai British School Jumeirah Park (DBSJP), which has just been awarded White Rose Champion School status – a recognition of its depth of maths mastery teaching. Avril Hatch is Grade 4 Coordinator and Primary Years Maths Coordinator at Swiss International Scientific School in Dubai (SISD).
Both teachers begin in the same place: maths is not a race.
“Mathematical learning is far more than getting correct answers,” says Avril. “It is about children noticing patterns, explaining their reasoning, making connections and learning from mistakes. In a strong maths classroom, you hear children talking about their thinking.”
Russell echoes this. “Mathematical learning for children is anything but passive. It’s active, hands-on, and rooted in making sense of the world around them,” he says. “You’ll see children using manipulatives, drawings and models, explaining their thinking and questioning misconceptions.
Why the early years matter
Long before a child writes their first sums, they have already formed an opinion about whether maths is enjoyable, meaningful and within their reach.
“The early years are incredibly significant,” says Avril. “Research shows that early number sense is one of the strongest predictors of later academic success. When young children experience maths through play, exploration and rich discussion, they develop confidence and curiosity. If early experiences focus only on speed or worksheets, anxiety can develop.”
Russell agrees. “Before children even start school, they form ideas about whether maths is fun, meaningful and achievable. That’s why, in the early years and Year 1, maths should be playful, exploratory and full of language.”
High expectations, with the right support
At DBSJP, the philosophy is “Teach to the Top”. Every child works towards the same ambitious content, supported by sentence stems, manipulatives, working walls and tables of resources they can choose for themselves. Fixed ability groups have no place.
“No fixed ability groups, no limiting assumptions… just a belief that all children can achieve highly with the right support,” says Russell.
Russell is keen for children to see maths in the world around them. A recent Year 5 favourite involved Taylor Swift: “She performs for two and a half hours at each concert, five times a week. How many hours does she perform across the week?” As he puts it, “Real examples like this help children see maths as something alive, not just something in a book.”
At SISD, Avril describes a parallel commitment to depth and dialogue. “Learning intentions focus on concepts rather than tasks. Teachers use manipulatives and visual models.
Students explain and justify their thinking. The classroom feels safe for risk-taking, where mistakes are viewed as part of the learning process.”
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Tackling maths anxiety
Maths anxiety is one of the subject’s quiet epidemics, and adults can play a part without realising.
“It can be unintentionally passed down from adults,” warns Russell. A breezy “I was never any good at maths” can land harder than parents intend.
Avril points to perfectionism as another trigger. “When students believe they must get every answer right or avoid mistakes at all costs, they can become hesitant to take risks or share their thinking. This fear of being wrong can be just as limiting as a lack of understanding.”
Anxiety, she adds, also “reduces working memory capacity, which directly impacts performance”.
The remedy, on both campuses, is the same: slow down, value reasoning, and treat mistakes as part of the work.
Top tips: how parents can help at home
Both teachers stress that the most powerful support is everyday and free.
- Talk numbers in real life: patterns, shapes, time, prices and measures while cooking, shopping or travelling.
- Ask “how do you know?” Encourage your child to explain their thinking, not just their answer.
- Play games. Dice, cards, dominoes and board games quietly build strategy and number sense.
- Practise key facts. Short, regular work on number bonds and times tables frees children up for harder problem-solving.
- Watch your words. Avoid “I was never good at maths.” Model a calm, curious attitude instead.
- Celebrate effort, persistence and good thinking, not just the correct answer.
What to look for in a school
If you are choosing a school, both teachers suggest paying close attention to what happens inside the maths classroom, not just what is on the brochure.
“Look for classrooms where children explain their thinking and use visual models,” says Avril. “Ask how the school supports both struggling learners and those who need challenge. A strong maths programme is coherent, research-informed and focused on depth rather than speed.”
Russell’s checklist is similar: high expectations for every child, manipulatives that children can choose for themselves, teachers who value reasoning and discussion, and real-life contexts that make learning meaningful.
Maths, done well, is not about drilling facts or finishing first. As Russell puts it: “Maths, at its best, isn’t about speed or memorisation. It’s about thinking, exploring, discovering, and making sense of the world.”
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