Supporting students with math anxiety
Many students enter the mathematics classroom, regardless of grade, with a variety of factors impacting their academic and behavioral performance. Some of these factors may be related to a disability directly or indirectly related to mathematics, but others might not be. One such factor is math anxiety. But what is math anxiety and how do you know if your students might be dealing with it?
One definition of math anxiety is the “feelings of apprehension and increased physiological reactivity when individuals deal with math” (Luttenberger et al., 2018, p. 312). Some indicators you might see in your students experiencing math anxiety are “feelings of tension, apprehension, nervousness, [and] worry” (Luttenberger et al., 2018, p. 312). These feelings can interfere with a student’s working memory and, thus, their ability to complete mathematical calculations fluently and accurately (Luttenberger et al., 2018). When a student struggles to complete these mathematical tasks, their anxiety may increase, leading them to task avoidance and/or procrastination (Luttenberger et al., 2018). The effects of math anxiety and the resulting math avoidance can have long-term implications, such as the mathematics courses selected in high school or college, the career path chosen or not chosen, and one’s overall view of themselves and their ability to “do math” for basic living purposes (Luttenberger et al., 2018).
What causes math anxiety and what can we do to help our students? As noted, there are a variety of factors that might cause one to experience math anxiety, and sometimes there is not one sole factor. However, the 2012 Programme for International Student Assessment (PISA) study identified several antecedents to math anxiety. These antecedents are the disposition towards math from significant people in one’s life, one’s cultural norms, gender stereotypes, genetic dispositions, and general proneness to anxiety (Luttenberger et al., 2018). Though it might be difficult to reverse the generations of impact from these antecedents, there are strategies any teacher can incorporate into the culture of the mathematics classroom to support students dealing with math anxiety. These strategies include creating a safe and predictable classroom environment where routines and procedures are the norm; this counteracts the apprehension those with math anxiety may feel by not knowing what to expect and frees up their working memory to focus on the math they are expected to learn (Blazar & Pollard, 2023). Additionally, providing frequent, positive, and constructive feedback. Feedback can support a student’s self-efficacy and self-concept leading to increased motivation and a decrease in their anxiety (Luttenberger et al., 2018). When students know what is expected of them and they are frequently reminded of their abilities, they can experience success in the mathematics classroom this year and beyond.
The PISA study reported as many as 93% of adults have some level of math anxiety (Luttenberger et al., 2018, p. 312). Moreover, 59% of 15 to 16 year olds surveyed indicated “they worry math class will be difficult for them” (Luttenberger et al., 2018, p. 312). Additional studies at the elementary level found students exhibiting math anxiety as young as first grade (Luttenberger et al., 2018). These numbers show math anxiety is a far-reaching impediment to mathematical success; one we need to understand and plan for supporting in our classrooms.
For more information on math anxiety and strategies to support students experiencing math anxiety in the classroom, see the reference materials below. Additionally, you may reach out to Leslie Murphy-Brown ([email protected]), Program Specialist, T/TAC at VCU.
References
Blazar, D., & Pollard, C. (2023). Challenges and tradeoffs of “good” teaching: The pursuit of multiple educational outcomes. Journal of Teacher Education, 74(3). https://doi.org/10.1177/00224871231155830
Drinks, T. (n.d.). Dyscalculia or math anxiety? Compare the signs in kids. Understood.org. https://bit.ly/3toZlQ5
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11(11), 311–322. https://doi.org/10.2147/prbm.s141421
Categories Behavior, Inclusive Practices, Math