Tackling maths anxiety in young learners (part 1)

"Math. I hate math. It makes me feel all wiggly inside. During the (high stakes test) last year, I thought I was going to throw up when we did the math part. I didn't, but I always feel that way – even when we just line up for math class."
 
These are the words of a ten-year-old when asked about her least favourite subject. Sadly, her experience is not uncommon. In this two-part series, we will take a closer look at what maths anxiety is and how it can impact a child's performance.

We will also discuss what parents can do if their primary-aged child shows signs of maths anxiety, and why fostering a positive mindset towards maths is so important. 

What is maths anxiety? 

Maths anxiety is more than just a dislike of maths or having weak maths skills. Last year, the University of Sydney’s Maths Education department defined maths anxiety as a feeling of tension and worry that interferes with a person’s ability to solve mathematical problems, usually developing because of poor experiences with maths, leading to a student having negative thought patterns about their maths potential.

Unfortunately, this anxiety often grows as students get older, and for some, it can be a really distressing experience.  

How maths anxiety affects children's performance  

Maths anxiety can significantly impact how well a child does in school. In many countries, and starting from as young as 5, children who suffer from maths anxiety tend to feel apprehensive, tense and even fearful of situations involving maths (Ashcraft, 2002).

This anxiety often leads to lower self-confidence in their maths abilities, which can directly affect their performance during lessons.

A 2015 report by the OECD noted that girls tend to experience much higher levels of anxiety about maths compared to boys. Why is this? Stanford University sociologist Shelly Correll explains: "Boys do not pursue mathematical activities at a higher rate than girls do because they are better at math. They do so, at least partially, because they think they are better."

Her Stanford colleague, mathematics education professor Dr Jo Boaler, discovered that many girls prefer to understand the deeper concepts behind maths, wanting to know why and how things work rather than just following steps. While this thoughtful approach is a strength, it can be overshadowed by anxiety.

Unfortunately, traditional teaching methods that focus on numerical procedures – rather than understanding – can be off-putting to girls, causing them to underachieve at maths and be less likely to choose a third level course involving the subject.

This is reflected in the statistics shared by the UK-based STEM Women organisation who noted in 2019 that only 26% of university graduates from STEM fields were female.  

Embracing the value of deep thinking in maths  

Another common challenge is that many children – and even some adults – believe they are bad at maths if they cannot rapidly solve problems or complete mental calculations. But mathematics is not a subject that requires fast thinking (Boaler, 2015).

Equally, processing maths more slowly doesn't mean a child is weak in the subject. In fact, it can be a sign of deep thinking and a desire for greater understanding – traits that, as discussed earlier, are often what girls seek in their approach to maths.

Laurent Schwartz, the Fields Medal winning mathematician, felt "stupid" at school because he was one of the slowest thinkers in math. Later in life, he concluded that speed was not important, noting, "What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn’t really relevant."
 
This misconception of equating speed to ability can lead to a fear of maths and a tendency to avoid practising it, which only worsens the student’s confidence and skills. The development of a positive mathematical mindset can be hampered by an over-emphasis on speed-drills and procedural practice rather than encouraging early learner to discover the flexibility of numbers and search for a range of strategies.

By helping your child see that taking time to understand maths is a strength, you can support them in overcoming anxiety and building a positive relationship with the subject. 

Maths requires persistence 

Michel Talagrand, who won the 2024 Abel Prize for Mathematics at the age of 70, aptly summarises the importance of persistence when learning maths.

He says, "I'm not able to learn mathematics easily, I have to work. It takes a very long time and I have a terrible memory. I forget things. The way I worked was trying to understand really well the simple things in complete detail. And that turned out to be a successful approach."

In our article next week, we will delve into how parents can practically support their child to overcome maths anxiety and foster a growth mindset towards the subject.

Elevate is a professional learning community designed to raise the level of discourse around Teaching & Learning, providing a dedicated platform where educators can prioritise meaningful conversations that place Learning and Learners at the forefront.

Get to know Elaine Mythen, Ruth Fitzgerald Collins, and the rest of the team right here.

References  

Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science. 
   
Boaler, J. (2015) Memorizers are the lowest achievers and other Common Core math surprises. Heschinger Report.

Boaler, J., & Dweck, C. S. (2016). Mathematical mindsets: unleashing students' potential through creative math, inspiring messages and innovative teaching.

Correll, S. J. (2001). Gender and the career choice process: The role of biased self-assessments. American journal of Sociology.

Schwartz, L. (2001). A Mathematician Grappling With His Century. Birkhauser.