MATHS ANXIETY LECTURE
Ashcraft (2002) describes maths anxiety as ‘a feeling of tension, apprehension and fear that
interferes with maths performance’ and that ‘Math anxiety is a bona fide anxiety reaction, a
phobia with both immediate cognitive and long-term educational implications.’(P.181)
The Nuffield Foundations (2019) describe maths anxiety as a negative emotional reaction to
mathematics, which can interfere with the ability to perform mathematical tasks.
Maths anxiety has been seen in young school children from around the age of 6 (some
research suggests as young as 5 years old)
Maths anxiety affects individual wellbeing – EFFECTS BEHAVIOUR
Children with developmental dyscalculia and other mathematics learning disabilities have an
increased risk of experiencing mathematics anxiety
Teachers and parents play a role in the development of maths anxiety.
Pressure from tests – in particular, SATS – and an increased homework load contributed to
anxiety.
Social cues that subtly convey the message that maths should be feared (Beilock &
Willingham, 2014) – like tv adverts.
‘Maths anxiety robs people of working memory which is important for problem
solving’(Beilock & Willingham, 2014: 30)
Research by Ashcraft (2002) also shows that maths anxiety take up space in working
memory.
Teachers who are anxious about their own maths abilities impart these negative attitudes to
some of their students. (Maloney & Beilock, 2015)
(Haylock
2018)
, • Maths anxiety in young children - Apr - University of Derby
• https://www.derby.ac.uk/blog/maths-anxiety-in-young-children/
Behaviours of those with maths anxiety:
• Not starting work / avoiding
• Spending too much time on easy questions.
• Not showing working out
Ashcraft (2002) describes maths anxiety as ‘a feeling of tension, apprehension and fear that
interferes with maths performance’ and that ‘Math anxiety is a bona fide anxiety reaction, a
phobia with both immediate cognitive and long-term educational implications.’(P.181)
The Nuffield Foundations (2019) describe maths anxiety as a negative emotional reaction to
mathematics, which can interfere with the ability to perform mathematical tasks.
Maths anxiety has been seen in young school children from around the age of 6 (some
research suggests as young as 5 years old)
Maths anxiety affects individual wellbeing – EFFECTS BEHAVIOUR
Children with developmental dyscalculia and other mathematics learning disabilities have an
increased risk of experiencing mathematics anxiety
Teachers and parents play a role in the development of maths anxiety.
Pressure from tests – in particular, SATS – and an increased homework load contributed to
anxiety.
Social cues that subtly convey the message that maths should be feared (Beilock &
Willingham, 2014) – like tv adverts.
‘Maths anxiety robs people of working memory which is important for problem
solving’(Beilock & Willingham, 2014: 30)
Research by Ashcraft (2002) also shows that maths anxiety take up space in working
memory.
Teachers who are anxious about their own maths abilities impart these negative attitudes to
some of their students. (Maloney & Beilock, 2015)
(Haylock
2018)
, • Maths anxiety in young children - Apr - University of Derby
• https://www.derby.ac.uk/blog/maths-anxiety-in-young-children/
Behaviours of those with maths anxiety:
• Not starting work / avoiding
• Spending too much time on easy questions.
• Not showing working out
