Lab
Mathematics Anxiety Research Group
Institution: University of Derby
About the lab
The Mathematics Anxiety Research Group (MARG) is involved in a range of research topics with maths anxiety as the central focus. These include, but are not limited to, to the following:-
Attentional processes
Understanding the impact on performance
Reducing the attainment gap
Reducing maths anxiety
Cross cultural comparisons
Measurement
Development
MARG regularly collaborates with a range of researchers from different disciplines. The group also regularly work with stakeholders to support strategies designed to tackle the issue of maths anxiety.
See our website for more information: www.marg.wp.derby.ac.uk
Attentional processes
Understanding the impact on performance
Reducing the attainment gap
Reducing maths anxiety
Cross cultural comparisons
Measurement
Development
MARG regularly collaborates with a range of researchers from different disciplines. The group also regularly work with stakeholders to support strategies designed to tackle the issue of maths anxiety.
See our website for more information: www.marg.wp.derby.ac.uk
Featured research (15)
Math anxiety affects many people, from young children through to older adults. While there has been debate concerning the developmental trajectory of math anxiety and negative math attitudes, little attention has been given to the role of appraisals of previous math experiences. We surveyed 308 adults (mean age = 27.56 years, SD = 11.25) and assessed self‐reported measures of math anxiety, mathematical resilience, math attitudes, and appraisal of previous math experiences. As hypothesized, all variables were found to be interrelated. Math anxiety was significantly negatively related to appraisal of previous math experiences, mathematical resilience, and math attitudes. Moreover, appraisal of previous math experiences was shown to mediate the relations between (1) math anxiety and math attitudes, and (2) mathematical resilience and math attitudes. The findings demonstrate the importance of considering current appraisals of previous math experiences and are consistent with an interpretation account of math anxiety. This may help inform cognitive‐based interventions that focus on one's interpretation of past events to support current and future math learning and engagement.
An interim project report assessing the relationship between mathematics anxiety, enjoyment, shame, resilience, motivation, subject norm and performance. This report is based on cross-country comparisons involving secondary school students in Pakistan, Iran, and Uganda.
Suggested citation: Hunt, T. E, Muwonge, C. M., Ashraf, F., Ansanjarani, F., Kotera, Y., Vione, K., Sheffield, D., Mir, R., & Waldron, M. (2021). Psychological barriers in maths education: Insights from Iran, Pakistan, and Uganda. University of Derby. DOI: 10.13140/RG.2.2.36106.59844/1
Members (3)
David Sheffield
Ovidiu Bagdasar
Ovidiu Bagdasar
Dominic Petronzi

d.gaffiero@derby.ac.uk

michael waldron

rachael addy