What is Mathematics Anxiety?
Mathematics anxiety is a specific form of academic anxiety that disrupts learning, reasoning, and performance in math-related tasks. It can develop early, often from negative classroom experiences, and affects both low- and high achieving students.
The connection between anxiety and performance is two-way: anxiety makes it
harder to succeed in mathematics, and repeated struggles increase the anxiety.
Mathematics anxiety is not just a classroom issue – it can lead students to avoid
math in daily life, reduce their confidence, and even limit future career choices.
Research also shows consistent gender differences: girls often report higher levels
of anxiety, despite performing at the same level as boys, which contributes to long-term gaps in STEM participation.
Why it matters?
Mathematics anxiety affects more than test results. It influences how students approach learning, their confidence, and their long-term relationship with mathematics. Even capable students may fall into a cycle of avoidance and underachievement.
One key factor is self-efficacy – students’ belief in their own ability to succeed
in mathematics. Low self-efficacy makes students more vulnerable to anxiety,
as they doubt their capacity to solve problems or to improve with effort. In
contrast, strong self-efficacy helps students cope better with difficulties, increases motivation, and buffers against the negative effects of anxiety.
Impacts of Mathematics Anxiety
- Academic achievement: Even capable students may underperform,
give up on tasks, or avoid participation, leading to lower grades and
weaker skills. - Self-esteem and self-efficacy: Constant fear of failure and
negative self-talk (“I can’t do math”) erode confidence and reduce
motivation to try. - Future study and career choices: Students may avoid advanced
math courses or STEM pathways, limiting their educational and
professional opportunities. - Emotional and social well-being: Anxiety creates stress, frustration,
and sometimes physical symptoms (headaches, stomach-aches). It
can also lead to withdrawal from peers and feelings of isolation.
Recognizing and Preventing Mathematics Anxiety
Recognizing and addressing mathematics anxiety is essential not only for
academic success but also for students’ well-being, confidence, and
long-term potential.
Awareness and Recognition
- Learn to spot early signs: fear, avoidance, frequent negative self-talk, “Am I doing it right?” questions, or physical symptoms (headaches, stomachaches, feeling sick).
- Understand how early experiences and family attitudes can shape anxiety.
Collaboration and Systemic Support
- Work closely with parents, school psychologists, and special educators.
- Advocate for smaller class sizes and co-teaching when possible.
- Share experiences and solutions with colleagues through peer learning.
Digital Tools and Games
- Use games to create a playful, stress-free leaming atmosphere.
- Recognize limitations: not all students benefit, so use games as one tool
among many.
Differences across age groups:
Primary school: anxiety may appear very early when basic skills are shaky
Middle school: negative experiences and avoidance become more visible
Secondary school: strong performance pressure, fear of failure, withdrawal
from participation
Teacher Tips: What You Can Do?
- Create a safe and supportive climate: Normalize mistakes and make them a part of learning. Reduce performance pressure and focus on growth rather than perfection.
- Provide individualized support: Use small groups, flexible pacing, and calm working environments. Give students space to learn at theirown rhythm.
- Build confidence step by step: Start with easier tasks to create small successes. Reinforce progress with steady practice and clear strategies.
- Diversify assessment: Offer oral responses, flexible timing, and low-stakes tests to reduce fear of failure.
- Use positive feedback often: Highlight effort, persistence, and improvement - not just correct answers. Celebrate progress, however small.
- Stay alert and respond early: Notice signs of stress, avoidance, or negative self-talk. Intervene gently and provide encouragement before anxiety grows.
Project information
Goal
Conduct dissemination activities throughout the project.
Project code
2024-1-NL01-KA220-SCH-000254064
Call 2024
Key Action 2 (KA220-SCH)
Coordinator
AUAS (Netherland)
Partners
SAMK (Finland), UNIOS (Croatia), UoM (Malta), Scholé (Portugal)
Associated Schools
Associated schools of the City of Pori (FI); Gerrit van der Veen College (NL); St Clare College (MT); Primary school Retfala (UNIOS), Primary school Mladost (UNIOS)
Project duration
36 months, November 1st, 2024 to October 31th, 2026
Location
Finland, Croatia, Malta, Portugal
