‘Mathemaphobia’ - the fear of mathematics and its impact on primary school students’

Amanda Ferguson, Mathematics Facilitator, Te Whai Toi Tangata, University of Waikato, NZ

The development of mathematics skills is crucial for adequate functioning in academic and professional settings as well as in daily life. A factor that has been shown to negatively influence performance and acquisition of mathematics skills is mathematics anxiety. Mathematics anxiety (MA) causes a debilitating, negative emotional reaction towards mathematics and can result in low self-esteem. MA influences the perception of students’ abilities in mathematics both within the school environment and outside of the school setting. MA impacts on how a student values mathematics in their life and their enjoyment of the subject, which can lead to avoidance of participating in mathematics altogether.

My drive to learn more about mathematics anxiety initially came from my experience as a parent. At 12 years of age, my youngest son was diagnosed with Major Depressive Disorder and anxiety disorders (social anxiety and panic disorder). To my surprise, it was his physical health that initiated my concern; the lack of energy, the paleness, his decreased appetite and his trademark cheeky, comedic demeanour was replaced by a lifeless boy who had withdrawn from the world. A year and a half on, after ongoing support, he has learnt many strategies to deal with his anxiety. This period of my son’s life was challenging, however some good did come out of it. He learnt to focus more on his inner strength that he used to get out of bed, to walk into a class and to function in a crowded room. This courage, focus and determination, when channelled academically, has enabled him to experience a sense of achievement again, something that his social anxiety took away.

As an educator, in my current role as a Mathematics Facilitator, I have first-hand experience of the impact anxiety has on both academic performance and on the mental and physical wellbeing of students and teachers. For three years, I taught students ranging from Years 3-8 in the Accelerated Learning in Mathematics (ALiM) and Mathematics Support Teaching (MST) programmes who were achieving up to two years below their expected mathematics level. These students all had low self-esteem and lacked confidence in their mathematical abilities. They were afraid of making mistakes and found it difficult to share their mathematical thinking for fear of looking silly. Some students seemed to have this innate ability to avoid the task by constantly sharpening pencils or asking to go to the toilet for the third time! On reflection, these students were showing signs of mathematics anxiety. When working with students who are ‘high achievers’ in mathematics, I observed that they also demonstrated avoidance behaviours when working on mathematical problems or tests and were afraid to ask for help in case their credibility as ‘experts’ was diminished.

I have learnt that anxiety does not discriminate between age, gender or ability. Mathematics educators are sometimes unaware that mathematics anxiety can occur at any stage of a student’s learning. Teachers I have worked with, in my role as a mathematics facilitator, are frequently unmindful of the extent of mathematics anxiety in the classroom and the effect this has on students having a positive and successful experience with their mathematics learning. In many instances, teachers have received little support with appropriate strategies to meet the needs of all students, regardless of age, ability and gender in order to reduce the negative effects of mathematics anxiety on their achievement. Through effective professional learning and ongoing inquiry, it is important that teachers are supported to recognise the issues associated with mathematics anxiety and adapt to the needs of individual students exhibiting the signs.

So, how can teachers reduce anxiety in primary school students in order to improve mathematics achievement? Research identified MA as a learned condition. Research also highlighted the role that teachers have in reducing the negative effects of MA on students by adopting appropriate strategies to improve student achievement. Though teachers alone cannot decrease the development of MA. Peers, preservice teachers, teacher educators and parents also have a role to play to boost a student’s self-belief, attitude and motivation towards mathematics learning.

Anxiety is a double edged sword. The negative side is one of avoidance and distress but the positive side is one of strength and perseverance. The hope is that a greater understanding of the relationship between MA and mathematical achievement may contribute to future considerations and changes in schools.

In part two of this blog I will explore some teaching approaches which can be applied in schools in order to reduce MA and improve mathematical achievement.

Image by (Elisa Riva)

Hourigan, M., Leavy, A. M., & Carroll, C. (2016). ‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education. Educational Research, 58(3), 319-346.

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488.