This report by Cambridge University  (Nuffield Foundation funded) says that ‘maths anxiety’ may be fuelling a national crisis. It states that one in ten children suffer from overwhelming negative emotions towards the subject, ranging from rage to despair.

The work is done having questioned 1,700 children aged 8 – 13. These negative thoughts are not confined to lower achievers,  but with  77% of those with ‘maths anxiety’ are normal to high achievers.

The report notes the vicious circle of anxiety leading to poor performance and, in turn, that increasing the level of anxiety.

It is also reported that girls suffer more form this situation.

The RECOMMENDATIONS are on p 4.

Summarised:

o Teachers – be conscious that  maths anxiety can affects mathematics performance.

o Teachers and parents –  be conscious of the fact that your own mathematics anxiety might influence student mathematics anxiety. Recognise that gendered stereotypes about mathematics
suitability and ability might drive to some degree the gender gap in maths performance.

o SO, parents and teachers –  the first step to helping your children or students could be tackling your own anxieties and belief systems in mathematics .

o The situation can be best remediated before any strong link with performance begins to emerge.

o Teacher training should clearly highlight the role of both cognitive and affective factors behind maths learning in schools.