Is Zenned Math Really Zen?

 

Kids Will Always Keep You In Check

 

Son: Madre why do you call it Zenned Math if you’re always angry about something in education?

Me: Yeah, my blog posts sometimes do sound angry.

Son: That’s not very Zen.

Me: You’re right. Math has become this thing that is boring and hated. It is broken. I guess I feel my writing and workshops are a way to take steps to rebuild its reputation. So people can see it can be fun and positive.

 

By no means am I suggesting that I, in any way, could fix an entire education system. But this made me reflect on the reason why I started my company in the first place. I mean it is called Zenned Math for a reason, right?

 

Rosalba McFadden the Zenned Math owner standing with three boys which are her children.

 

 

 

 

                                                                           My Three Amazing Boys Who Always Keep Me In Check

 

Creation of Zenned Math

 

I created Zenned Math years ago. It started with me making products for Teachers Pay Teachers. I HATE producing products and would much rather talk about and explore concepts with you know…humans. So the products that I took time to create were what I thought at that time not your run of the mill worksheets.

These products were dull, not colorful, and flat out ugly, but they had a depth to them. They were things that I have researched. Things I felt should spread for the greater good of math. To prove that math could be this joyful experience for students AND teachers. These resources were to help people lose their anxiety and hatred of the subject and find their love for it. My company has now grown into something much bigger but with the same message.

A Lion King meme where the monkey is holding up baby Simba. The monkey has the word me underneath it. And baby Simba has the words Zenned Math above it.

 

You Quit What?

 

To make my company grow, I had to quit my job. I have taught all grade levels in K-5 as a teacher, (more years being spent in fifth grade). I then spent several years as a K-5 math coach. So, yes, it sounds crazy, but I quit my secure, tenured position to become this math promoter of sorts.

 

I’m a big-picture kind of girl. I wanted to be a math coach because I would be able to change more math mindsets then the 25-30 students I had each year. I wanted to be a math consultant so I could reach more teachers and students than the ones I worked within my building/district.

 

My math mission never changed or altered. I just wanted its audience to grow. It came as a surprise to me when I actually decided to quit. It was a terrifying leap to take. But apparently, for everyone around me, they knew it was always my destiny. They were just waiting for it to happen.

 

A deck of Zenned Math playing cards showing the cards face up and face down.

 

 

 

 

A gift from a good friend and Zenned Math supporter

  

If It’s Zenned, Why Does It Sound So Angry?

 

Our educational system has primarily been a status quo system, sprinkled with “We’ve always done it that way” statements. There’s a reason why very few people like math. It comes down to the way we were exposed to it.

 

There is a math revolution on the rise. Many math educators are studying and relaying ways to change the system. From small things like eliminating timed tests to broader topics like how to reach your poor, ethnic, special ed, and traumatized students. People are talking about and making progressive changes on how to create equity in their classrooms and schools.
Growing up, I was a poor, Latina with a terrible home life jumping around from foster to group homes. I care about the big picture deeply because I was one of these students. There’s a reason people are trying to change the education system. There is a reason people are trying to change what was the math structure. Math needs a reboot. The old mechanism does not work. Education needs reform.

A meme of Charlie from the show It's Always Sunny In Philadelphia mapping out a conspiracy. The words underneath say me trying to address all the issues in the education system

 

 

 

                                                                                                              We’ve all had these days

 

Keeping Myself In Check

 

So circling back around to that conversation with my son. Will my posts be flowery and poetic? Hmmm…no. Here’s why. Since the current system needs an overhaul. I will continue to use my voice and this platform to advocate for changes. My work won’t be done for a long time. So I guess I can’t promise that it won’t sound frustrated or angry. But know this, whatever it is I share with you will always have the intention to bring that anger and/or anxiety in math to a place we can find math joy, math love and math zen.

 

 

Want to check out more?

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset