Gintarė Dzindzelėtaitė-Kelmelė. Is Mathematics Really “Not for Everyone”?

This Monday, we marked September 1st—a reminder that our country’s future begins at school. School is not merely a place where children acquire knowledge; it is where attitudes toward learning, self-confidence, and the ability to pursue goals are shaped. How children perceive themselves and their potential depends not only on innate abilities or school resources, but also on the attitudes of adults around them—parents, teachers, and the wider community.

One subject where attitudes are especially pronounced is mathematics. Research shows that children’s achievement in mathematics is strongly influenced by the messages they receive from adults. A 2020 study by the University of Pittsburgh found that children whose parents value mathematics and view it positively achieve higher results.

The opposite is also true. In families where fear of mathematics prevails, or where it is framed as “suffering” or “not for everyone,” these beliefs are passed on to children, limiting their confidence and opportunities.

Stereotypes emerge early. Researchers at the University of Washington found in 2011 that as early as second grade, girls often encounter the belief that mathematics—and many other STEM subjects—are “for boys.” This erodes their self-confidence over time and restricts not only academic achievement but also future career choices.

Confidence continues to decline with age. A 2023 study by Monash University in Australia shows that the older children become, the less they believe in their ability to learn mathematics—especially if their earlier experiences with the subject were negative.

In the Lithuanian education context, the power of mindset is particularly critical. International assessments reveal a significant achievement gap among students. According to PISA 2022, Lithuanian students from the highest socio-economic backgrounds are academically more than two years ahead of those from the lowest. Simply put, children who receive stronger family support and have better access to high-quality learning assistance perform better.

This challenge is not new—but it is one we can change. The expectations of parents and teachers are among the most powerful tools we have. Students taught by educators who genuinely believe in their abilities tend to achieve better results, regardless of their initial level of knowledge. Belief becomes a self-fulfilling prophecy: it is not only curricula or exams that shape outcomes, but the confidence adults place in children.

That belief must also be reflected at the national level. Yet ahead of the new school year, we once again heard political discussions about lowering exam standards or eliminating mandatory exams altogether. But does such policy truly serve children’s futures?

Research suggests the opposite. Lower expectations can weaken self-confidence, encourage avoidance of responsibility, and deepen social inequality. High standards, consistent learning, and trust in every child’s potential, by contrast, deliver real results.

This is why, through the “Let’s Not Lower the Bar” initiative, we call on society to believe in every child and ensure equal opportunities for growth. In mathematics education, this means not only adopting the right mindset but also guaranteeing the right conditions. As long as an exam-based system exists in Lithuania, we must ensure it functions properly: exam tasks must align with curricula, programs must reflect instructional time and real-life needs, and distinctions between A and B levels must be clearly defined for both students and teachers.

Finally, greater investment in teacher training is essential, and decisions about exams must be grounded in reliable data.

Lithuania cannot afford mediocrity. If we aspire to be a country where knowledge and innovation drive progress, we must begin with children’s belief in their own abilities—and with the expectations adults set for them. Only then can we ensure that mathematics, like all fields of learning, is accessible to everyone, not just a privileged few.