Do you notice that your students are having a hard time with math? Math anxiety is a real problem for student learning, and also for their emotional well-being. In this article, we explore the causes of math anxiety, how it affects primary and secondary school students, and especially how we can help them overcome it.
According to the latest PISA Report, 46% of students say that maths homework causes them “a lot of stress”. 39% say that it makes them feel “helpless” and 76% were worried about getting a bad grade in this subject. This phenomenon, known as maths anxiety, not only affects students’ academic performance but also their emotional well-being.
In the article PISA tests: how to teach and practice mathematics to improve results we already talked about how to prepare students for these tests, but now we will focus on the more experiential part of mathematics. We analyze the causes of mathematics anxiety and its long-term impact, and we will provide practical strategies to help primary and secondary school students overcome it.
Math anxiety in the classroom
Mathematics, with its abstract nature and constant need to solve problems, can be challenging for many students.
A challenge that tests us but can be solved is exciting. However, a challenge perceived as impossible causes frustration.
The PISA results indicate a decline in performance in mathematical competence, and one of the factors that prevents students from improving their results and enjoying learning mathematics may be precisely that they experience it as an impossible challenge, due to mathematical anxiety.
We know that a student’s blockage in learning mathematics can lead to progressive difficulties since it is a subject that builds new knowledge on what has already been learned.
Mathematical language, built upon itself, becomes increasingly inaccessible to the student, creating a gap between what is taught and what can be understood.
Emotions and mathematics in the school curriculum
Emotions play a crucial role in math anxiety, explains Rocio Garrido, a professor of Mathematics Education at the Autonomous University of Madrid, who wrote her thesis on comparing PISA results between countries focusing on the socio-affective: emotion, attitudes, and beliefs are intrinsic aspects that contribute to the phenomenon of math anxiety. A key component that addresses all three aspects is the growth mindset, which involves the belief that skills can be developed, transforming attitude, and redirecting emotions towards a goal of self-improvement.
Psychologist Carol Dweck developed this popular growth mindset theory, highlighting the importance of viewing challenges and failures as learning opportunities. In the context of mathematics, this means fostering a positive attitude toward difficult problems and encouraging students to explore various ways of approaching them.
According to the PISA Report, 62% of students show a growth mindset, which is encouraging. The inclusion of the growth mindset in the school curriculum can be an effective strategy to address math anxiety from its roots. In addition, the curriculum incorporates the socio-affective sense, which seeks to promote the emotional and social development of students. This comprehensive approach recognizes the importance of emotions in the learning process and provides tools to address math anxiety from an emotional and relational perspective.
Strategies to overcome math anxiety
Overcoming math anxiety is not simply a matter of asking how students are feeling or assessing their attitude; it is a process that requires time and dedication in the classroom. To achieve this, here are some practical strategies that will help students:
- In-the-moment support. Providing support is essential to addressing math anxiety. This means avoiding situations that may cause stress, such as asking students to solve problems on the board in front of their peers. Instead, we can help them correct their mistakes and improve in a more individualized, discreet, and personalized way – much more comfortable and effective for the student than public exposure.
- Checklist and self-assessment. Break the negative perception that “I always fail” by self-assessing with a portfolio. Students can keep a log of their activities and projects, where you’ll see their achievements and progress. This approach helps change a student’s self-image and build a positive narrative around their abilities. An example is this chart, from Lemon’s Games in our EMAT math program, where students record their progress in mental math.
- Problem feedback. When tackling math problems, it is important to provide specific feedback about the statement, process, and outcome. This helps correct errors and strengthens conceptual understanding and problem-solving skills. Problem-solving self-assessment organizers or rubrics are also helpful.
- Assessing the level of support. Rather than just focusing on giving a grade, it is advisable to assess the level of support the student has needed. This assessment can provide valuable information about the type of support required and guide pedagogical interventions more effectively.
- Final reflection time. At the end of each session, time can be allocated for students to reflect on how they felt during the class. This practice encourages emotional awareness and allows for expressing concerns and celebrating successes.
Math anxiety is a significant challenge, but with appropriate pedagogical approaches and emotional strategies, we can help students overcome this barrier. Fostering a growth mindset, providing individualized support, and using interactive methods will enhance students’ experience in math class. It’s not just about improving academic performance, but about building a solid foundation for development.
