Key ideas
Core concepts
- Maths anxiety consumes working memory capacity, reducing performance on cognitively demanding tasks (Ashcraft & Kirk, 2001).
- Anxiety leads to avoidance, which creates knowledge gaps that increase anxiety further (Hembree, 1990). Causes include trauma, negative attitudes, societal stereotypes, and repeated failure experiences.
Connected to
Cognitive Load | Explicit Teaching | Scaffolding | Culture of Error | Emotions | Memory
Maths anxiety is a feeling of tension, apprehension, or fear that interferes with mathematical performance and learning (Ashcraft, 2002). Anxiety consumes working memory capacity, reducing mental resources available for mathematical thinking and decreasing performance on cognitively demanding tasks (Ashcraft & Kirk, 2001). This reduced performance may increase anxiety and prompt avoidance behaviours that create knowledge gaps (Hembree, 1990).
The condition shows itself in several ways. Physical symptoms include increased heart rate, sweating, and nausea when encountering mathematical tasks. Cognitive effects include difficulty concentrating, negative self-talk, and fear of failure. Behavioural responses include avoidance of maths classes, procrastination, and reluctance to participate in mathematical activities.
Causes and development
Maths anxiety develops from multiple sources. Traumatic past experiences, such as repeated failures, harsh criticism, or unrealistic expectations from parents or teachers, can result in lasting anxiety responses (Hill et al., 2016). Societal attitudes towards mathematics, such as the belief that maths is inherently difficult or that some people are just “not good at maths,” contribute as well. Cultural stereotypes suggesting that boys are naturally better at maths than girls lead to increased anxiety and reduced performance in female students (Beilock et al., 2010).
Anxiety takes up space in working memory, lowering performance in cognitively demanding tasks (Ramirez et al., 2013). Anxiety then leads to avoidance, and the resulting gaps in knowledge exacerbate the anxiety (Dowker et al., 2016).
Instructional approaches
Addressing maths anxiety requires instruction that builds competence and reduces threat. Students benefit from clear, structured instruction that breaks down complex concepts into manageable steps with ample practice opportunities. Gradual support helps students develop new skills with assistance that decreases as proficiency increases. Teachers require strong mathematical understanding through ongoing professional development to implement effective teaching strategies.
Regular monitoring of students’ emotional states helps identify those struggling with anxiety and provides timely support. A Culture of Error where mistakes are treated as learning opportunities rather than failures reduces anxiety. Group work activities allow students to support each other, reducing feelings of isolation, and positive reinforcement builds confidence by acknowledging students’ efforts and progress. Parents need education about maths anxiety so they can provide positive support at home without expressing negative attitudes towards mathematics.
Timed assessments
There is no causal evidence that timed tests cause maths anxiety (Foley et al., 2017). The pressure of timed assessments can worsen existing anxiety, though, so untimed assessments or alternative evaluation methods may reduce stress for anxious students.
References
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224-237. https://doi.org/10.1037/0096-3445.130.2.224
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52-58. https://doi.org/10.1177/0963721416672463
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53. https://doi.org/10.1016/j.lindif.2016.02.006
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. https://doi.org/10.1080/15248372.2012.664593