Yes, ‘math anxiety’ is a thing — here are the symptoms, causes, and cures
Early beginnings
We introduced more than 200 six-year-old schoolchildren in the UK and Italy to mathematics that they had not covered in school before. This included additions with tens and using the lesser than and greater than signs.
The children’s knowledge of these mathematical procedures and concepts was measured before the teaching, immediately afterwards, and then one week later. We found that children who were more anxious about math often started with a lower level of relevant knowledge. But more importantly, these children learned less from the training sessions. This was shown in their performance immediately after the training session and one week later.
In other words, our study shows that pupils who are anxious about math not only struggle during exams, but they actually learn less math at school than non-anxious pupils with the same educational opportunities.
Another important finding from our research concerned the age of the children. Our participants were just six years old.Other studieshave found that children at such a young age already experience math anxiety, but there has been debate as to whether this would affect young children’s math performance in any way. Our studies clearly show that math anxiety has an impact at this age.
If math anxiety reduces learning from the very beginning of school, the implication is that math anxiety can lead to cumulative gaps in knowledge over the school years. Not surprisingly, students who feel anxious about math might finish school with lower math grades and avoidcareer choicesin math-intensive fields.
Lifelong impact
But the implications of math anxiety go far beyond school. People who feel anxious about math might also experience difficulties in their everyday life, such as making worse decisions about theirfinancesandhealth.
An example is when people feel uncomfortable in interpreting statistics and graphs relating to the effects ofCOVID-19, and yet need to make lifestyle choices based on this information.
Other forms of anxiety, as well as procrastination,avoidance of challenges, and low levels of self-confidence and self-esteem are also common among people with math anxiety. Overall, mathematics anxiety can have a strong impact on people’slife success and satisfaction.
This calls forearly assessmentand intervention. Nevertheless, just as it is possible to improve mathematics performance instruggling students, it is also possible toovercome mathematics anxiety.
Parents and teachers can transmit negative attitudes andanxiety towards math. Some intervention approaches focus on increasing parents’ confidence in their own ability to help their children in learning math and providing them withideas for fun math gamesthat can be played at home.
Computer programs and apps have also been recommended for practicing math. One advantage of this approach is that computers offer a motivating, attractive and nonjudgmental environment for practicing some essential skills, and they can be used without the contribution of trained professionals.
Other research suggests that drawing students’ attention to previous instances where they successfully overcame challenges in their math learning can boost self-confidence and lead to more positive attitudes andless anxiety. Indeed, high levels of math anxiety are not always associated withlow levels of performance. The problem is that people with high levels of anxiety fail to reach their full potential. Practicing math with a tutor canalso reduce anxiety.
Although mathematics anxiety is linked to a host of negative consequences, there are many ways for people to deal with their anxiety and avoid these negative outcomes. Nevertheless, an even better option is to avoid the development of mathematics anxiety altogether. Our research suggests that efforts to develop positive attitudes towards mathematics should start in the first years of school, or even earlier.
This article byKinga Morsanyi, Senior Lecturer in Mathematical Cognition,Loughborough University;Carlo Tomasetto, Associate Professor in Developmental and Educational Psychology,Università di Bologna;Paddy O’Connor, Lecturer (Education),Queen’s University Belfast, andVeronica Guardabassi, Researcher in Developmental and Educational Psychology,Università di Bologna, is republished fromThe Conversationunder a Creative Commons license. Read theoriginal article.
Story byThe Conversation
An independent news and commentary website produced by academics and journalists.An independent news and commentary website produced by academics and journalists.
Get the TNW newsletter
Get the most important tech news in your inbox each week.
