Why Do Students Fear Maths? Dr. Shailley Gupta on Learning, Teaching & Building Interest in Mathematics
Mathematics is often remembered as one of the most difficult subjects in school. For some students, the difficulty begins with a single concept. For others, it develops gradually as unanswered questions, mistakes and confusion continue to build up.
But what happens when a student who once feared mathematics eventually develops a deep interest in the subject and makes it an important part of her professional life?
That is one of the interesting aspects of the journey shared by Dr. Shailley Gupta in Episode 021 of The Socialens Talks.
In a conversation with host Soumya Baniwal, Dr. Shailley talks about her childhood, education, mathematics, teaching, music, relationships, friendship, self-love and the importance of having the right teacher or mentor.
Her story offers a personal perspective on how our relationship with a subject can change with understanding, guidance and experience.
From Fear of Maths to an Interest in the Subject
One of the most honest parts of the conversation comes right at the beginning.
Dr. Shailley recalls that during her school years, she enjoyed subjects such as Hindi, English and Sanskrit, but mathematics was different. She remembers being afraid of Maths and staying away from the subject.
She also reflects on how, at that time, learning difficulties such as dyscalculia were not widely understood.
Her own academic journey gradually changed after Class 10. She explains that she became more serious about studies as she progressed, and her academic graph began improving.
She completed her Class 12 education in Shahjahanpur, followed by a B.Sc. in PCM. She later pursued her Master’s and PhD from Banasthali Vidyapith.
The journey that began with a fear of mathematics eventually developed into a strong interest in the subject.
The Myth That Women Are Bad at Mathematics
The conversation then addresses a common belief that women are naturally not good at mathematics.
Dr. Shailley describes this as a myth.
For her, mathematics has no gender.
She explains that when a person finds something difficult, it may sometimes be because the concept has not been explained in a way that they can understand. The right teacher can play an important role in creating interest and helping students make connections with what they are learning.
This perspective shifts the discussion away from assumptions about ability and towards the importance of learning experiences.
Why Do Students Develop a Fear of Maths?
According to the discussion, fear of mathematics can build over time.
A student may have a small doubt but hesitate to ask about it. Another concept comes along, followed by another unanswered question. Eventually, these doubts can accumulate.
Dr. Shailley explains that students can carry their doubts for years.
This is why she believes students should feel comfortable asking questions. If a student can ask a question at the beginning and get the concept clarified, there is less chance of that doubt continuing to grow.
For her, the classroom should be a place where students can freely ask what they do not understand.
A Good Teacher Can Change a Student’s Relationship With Maths
The role of a teacher is another major theme of the conversation.
Dr. Shailley talks about teachers who helped create interest in her own life. She mentions that her mother was also in the teaching profession and that her elder siblings taught her during childhood.
These experiences influenced her understanding of learning and teaching.
She believes that a student should be able to approach a teacher and ask questions without hesitation. At the same time, she believes that students should learn from their mistakes rather than repeatedly making the same errors.
Her approach combines openness with discipline: students should feel comfortable asking questions, but they should also take responsibility for learning.
Mathematics Is All Around Us
One of the most interesting ideas discussed in the conversation is that mathematics is not limited to numbers written in a textbook.
Dr. Shailley talks about patterns in everyday life and in nature.
She discusses the mathematical structures found in flowers and leaves, symmetry, the golden ratio and other patterns that people may see without consciously thinking of them as mathematics.
She also explains how mathematics appears in everyday activities such as measurements and cooking.
The larger idea is that mathematics is not something that exists only inside a classroom. It is part of many things people see and do every day.
Maths Is More Than Solving Questions
Students sometimes associate mathematics only with examinations, formulas and marks.
But Dr. Shailley presents another way of looking at it.
She discusses the importance of finding different ways to approach a problem instead of becoming stuck at one method.
A mathematical question may have a particular answer, but the process of reaching that answer can involve thinking, analysing and exploring different possibilities.
This way of learning can make mathematics more interesting and practical.
Mathematics and Logical Thinking
The conversation also explores how mathematics can influence the way a person thinks.
Dr. Shailley explains that mathematics is not simply about getting good marks. In her view, it can contribute to logical thinking.
She describes how mathematical thinking can become part of a person’s approach to everyday situations and decision-making.
For her, the value of mathematics therefore extends beyond the classroom and examination system.
From University Teaching to International Schools in Jakarta
Dr. Shailley’s professional journey also took an unexpected direction after she moved to Jakarta with her husband.
She explains that the language environment initially made it difficult for her to enter a university teaching position there.
After spending some time adjusting to her new surroundings, she decided to try teaching in international schools.
That decision introduced her to teaching school students, something she had not originally imagined for herself.
She describes the experience as another transformation in her journey.
Teaching Different Students Requires Understanding Them
Dr. Shailley explains that she teaches students from international backgrounds and recognises that students do not necessarily learn mathematics in exactly the same way.
As part of her teaching approach, she uses trial classes to understand whether a student is able to engage with her teaching style and whether the learning approach is suitable for that student.
This reflects an important point: teaching is not always about using one method for everyone.
Understanding the learner can be an important part of the teaching process.
Mathematics, Emotions and Relationships
The conversation later moves into a lighter but interesting question: can mathematics be applied to relationships?
Dr. Shailley explains that relationships cannot simply be reduced to mathematical formulas because emotions are involved.
People can respond very differently to the same situation, and emotions cannot be measured in the same way as numbers.
This part of the conversation highlights an interesting contrast between logical thinking and human emotions.
Mathematics can help us understand patterns, but human relationships are influenced by feelings, experiences and individual perspectives.
Freedom of Expression and Communication
When asked what she would change in society, Dr. Shailley talks about the importance of freedom of speech.
She explains that many people may find it difficult to express themselves openly, even in close relationships with parents, spouses or children.
For her, having the space to communicate honestly can make life easier and help people feel lighter.
The discussion also touches on the importance of understanding how and when to communicate rather than simply repeating the same message again and again.
Learning to Love Yourself and Forgive
Another personal part of the conversation is about self-love and forgiveness.
Dr. Shailley talks about learning to love yourself and creating a positive environment around you.
She also discusses forgiveness and the importance of not carrying unnecessary emotional burdens for too long.
For her, forgiveness is not simply about another person. It can also be about allowing yourself to move forward without continuing to carry the weight of the past.
What Makes a Real Friend?
The conversation then turns to friendship.
Dr. Shailley’s description of a genuine friend is based on honesty rather than constant agreement.
A real friend, according to her perspective, should appreciate you when you do something right but should also point out when you are wrong.
Someone who simply agrees with everything may not necessarily be acting as a true friend.
She also points out that friendships can survive periods without regular communication. Unlike many formal relationships, genuine friendship does not always depend on constantly staying in touch.
Advice for the Younger Generation
Towards the end of the conversation, Dr. Shailley is asked what advice she would give today’s younger generation.
Her answer returns to mathematics.
She encourages young people not to hate Maths and simply give it a try.
She also suggests that sometimes the problem may not be the subject itself but the fact that the learner has not yet found the right mentor or someone who can explain it in a way that works for them.
Music: Another Important Part of Her Life
Mathematics is not the only passion discussed in the conversation.
Music has been part of Dr. Shailley’s life since childhood.
She recalls that her parents encouraged her singing and that she received training from a teacher who helped her develop her musical abilities.
She pursued Hindustani classical music and completed Prabhakar-level studies. She also prepared for further training, although one stage of that journey remained unfinished.
Later in the conversation, she explains that music is not simply a hobby for her.
She describes singing as an important part of her life and connects it with her lifelong interest in mathematics.
For her, both Maths and Music have a special connection with the letter “M.” She also shares that she performed at school, city, state and national levels and later had opportunities to perform in Jakarta.
What This Conversation Teaches Us About Learning
Dr. Shailley Gupta’s journey offers several reflections on education and learning.
A student who once feared mathematics can develop a strong interest in the subject.
A small doubt should not be allowed to become a permanent learning gap.
Students should feel comfortable asking questions.
Teachers can play an important role in helping students connect classroom concepts with real life.
And learning does not always follow a straight path.
Sometimes interest develops gradually. Sometimes a different teacher or a different explanation changes the way a student sees a subject.
Final Thoughts
The conversation with Dr. Shailley Gupta begins with mathematics but gradually becomes a much wider discussion about education, teachers, relationships, communication, friendship, forgiveness and personal interests.
Her story is particularly interesting because mathematics was once a subject she feared, yet it eventually became an important part of her identity as an educator.
The conversation also highlights the importance of asking questions and finding the right guidance when something does not make sense.
Perhaps the most useful takeaway is simple:
Don’t decide that you are bad at something before giving yourself the opportunity to understand it.
Sometimes the right question, the right explanation and the right teacher can change the entire way we look at learning.
About The Conversation
This article is based on Episode 021 of The Socialens Talks, featuring Dr. Shailley Gupta in conversation with Soumya Baniwal.
Watch the full conversation on YouTube and explore the complete discussion on mathematics, education, teaching, relationships, friendship and music.
Listen to the conversation on Spotify.