## Key Ideas > [!abstract] Core Concepts > > - **Working memory interference**: Anxiety consumes working memory capacity, reducing performance on cognitively demanding tasks > - **Avoidance pattern**: Anxiety leads to avoidance, creating knowledge gaps that further increase anxiety > - **Multifaceted causes**: Stems from trauma, negative attitudes, societal stereotypes, and repeated failure experiences ## Definition **Maths Anxiety**: Feelings of tension, apprehension, or fear that interfere with mathematical performance and learning, consuming working memory resources and often leading to avoidance behaviours. ## Connected To [[Cognitive Load]] | [[Explicit Teaching]] | [[Scaffolding]] | [[Culture of Error]] | [[Emotions]] | [[Memory]] --- ## Overview Maths anxiety refers to feelings of tension or fear that interfere with mathematical performance (Ashcraft, 2002). Anxiety consumes [[Cognitive Load|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 manifests in multiple 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 to anxiety development. 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). This creates a pattern where anxiety leads to avoidance, creating gaps in knowledge that exacerbate the anxiety (Dowker et al., 2016). ## Instructional approaches Addressing maths anxiety requires instructional strategies that build competence and reduce threat. Students benefit from [[Explicit Teaching|clear, structured instruction]] that breaks down complex concepts into manageable steps with ample practice opportunities. [[Scaffolding|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. Positive reinforcement builds confidence by acknowledging students' efforts and progress. Parents need education about maths anxiety to provide positive support at home without expressing negative attitudes towards mathematics. ## Timed assessments Research shows no causal evidence that timed tests cause maths anxiety (Foley et al., 2017). However, the pressure of timed assessments can worsen existing anxiety. 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