Maths anxiety: The fear factor in the mathematics classroom.

Abstract

Currently, there is a strong political focus in New Zealand on a need to increase
the mathematical literacy levels for all students. In New Zealand, one solution
being widely promoted is to ‘accelerate’ the learning of struggling students. In
looking more closely at why some students may be struggling, it is timely to
consider the role of maths anxiety and its impact on students’ learning practices
and outcomes. This literature review highlights potential origins of maths anxiety
and how teachers might assist in reducing maths anxiety in students.

Full text

Maths Anxiety: The Fear Factor in the Mathematics Classroom
New Zealand Journal of Teachers’ Work, Volume 9, Issue 1, 6-15, 2012
JULIE WHYTE
GLENDA ANTHONY
Massey University
ABSTRACT
Currently, there is a strong political focus in New Zealand on a need to increase
the mathematical literacy levels for all students. In New Zealand, one solution
being widely promoted is to ‘accelerate’ the learning of struggling students. In
looking more closely at why some students may be struggling, it is timely to
consider the role of maths anxiety and its impact on students’ learning practices
and outcomes. This literature review highlights potential origins of maths anxiety
and how teachers might assist in reducing maths anxiety in students.
INTRODUCTION
In New Zealand we have an increasingly diverse student population.
Despite large scale numeracy initiatives across primary and secondary schools
there remains ongoing concern at the levels of underachievement for those
students who are from disadvantaged backgrounds – most notably Pasifika and
Māori (Young-Loveridge, 2010). At the national level, policy is directing attention
to monitoring student achievement and progress levels, lifting student
achievement through the use of National Standards, and developing teachers’
pedagogical content knowledge (Ministry of Education, 2009). However, to date,
there is little policy direction concerning the affective and social outcomes of
learning mathematics, especially in relation to those students who are most
vulnerable in our classrooms. The most recent National Education Monitoring
Project (NEMP) results (Crooks, Smith & Flockton, 2010) assert that
mathematics rates highly in popularity stakes for Year 4 and Year 8 students,
with at least 85 percent of students in both years being positive about doing
mathematics at school. At the secondary level, the Program for International
Student Assessment (PISA) also reveals positive ratings for measures of maths
self-concept and self-efficacy by New Zealand students in comparison to
students from a range of other countries (Lee, 2009). But do these positive
results mean that all students in New Zealand classrooms are free from
mathematics anxieties and fears? The response to that question must be ‘highly
unlikely’.
In the New Zealand educational context, it is argued that in times of
mathematics reforms that advocate public sharing of one’s mathematical
thinking, collaborative group inquiry processes, and standards-based

Maths Anxiety: The Fear Factor in the Mathematics Classroom 7
assessment and accountability, it is critical that teachers monitor students’
dispositions towards mathematics and mathematics learning (Hunter &
Anthony, 2011). Essentially, teachers must have an awareness and
understanding of maths anxiety, and develop an ability to assist maths anxious
students.
Mathematics anxiety, considered a fear or phobia, produces ‘a negative
response specific to the learning, or doing, of mathematical activities that
interferes with performance’ (Whyte, 2009, p. 4). Closer examination of maths
anxiety reveals two general forms of anxiety: trait and state (Miller & Bischel,
2004). Trait anxiety describes the vulnerability to stress that an individual brings
to a situation. State anxiety refers to the actual situational stress experienced
that is specific to personally stressful or fearful circumstances. Research also
notes that maths anxiety can affect individuals in varying ways, inducing a
cognitive, affective, or physical reaction. For example, a cognitive reaction may
involve negative self-talk, ‘blanking out’, and avoidance; an affective reaction
may be characterised by distrust of ability, fear of looking stupid, and loss of
self-esteem; and a physical reaction may be evidenced by perspiring, a boost in
one’s heart rate, tenseness, or nausea (Freiberg, 2005). ‘If mathematics makes
a student feel anxious … [the learning and teaching of mathematics] will be
marked with negative emotions and bodily sensations’ (Zambo & Zambo, 2006,
p. 15) and these may have a powerful and long-lasting effect on learning
mathematics (ibid).
This literature review will highlight the potential origins of maths anxiety,
and how teachers might mitigate maths anxiety within their classroom and for
their students.
POTENTIAL ORIGINS OF MATHS ANXIETY
Maths anxiety can have multiple origins and, as noted by Shields (2005),
can be perpetuated in the home, society, and the classroom.
The home
In the home, parents who themselves suffer maths anxiety can
unintentionally transfer such anxiety to their children. In the context of doing
mathematics, the emotions expressed by one will inevitably and reciprocally
shape the other within parent-child interactions (Else-Quest, Hyde, & Hejmadi,
2008). For example, children who are reproached for their errors may develop a
fear of taking risks and exploring new possibilities, and may start hating
mathematics. Parental disappointment and despair are especially demoralising
due to the value placed on the high positive regard of parents by children
(Dossel, 1993), while parents giving mathematics low status or applying
pressure to children may also contribute to the development of maths anxiety
(Fraser & Honeyford, 2000). Stolpa (2004) also identifies how parents may
unintentionally raise maths anxiety in their children by providing them with an
excuse to stop trying when they are frustrated or upset due to difficulties with a
mathematical task. A response from parents, such as ‘Don’t worry, I’ve never
understood fractions’ or ‘Never mind, maths was always tricky for me at school
too’, plants a seed that may grow into a strong belief for children that they are
incapable of learning mathematics. High achievers are not immune to pressures
from parents. Over-bearing parental pressure for success or concern about the

Julie Whyte & Glenda Anthony 8
difficulty of mathematics for their children (Bernstein, Coté-Bonanno, Reilly,
Carver, & Doremus, 1995) may contribute to maths anxiety in high achievers.
Society
Social factors such as mathematical myths may also induce or reinforce
maths anxiety for some students. For example, the myth that boys are better
than girls in maths and that only some people have a ‘maths mind’ can
undermine positive self-efficacy beliefs. Too often, situations are encountered in
which it is ‘cool’ to hate mathematics, with people readily stating, with some
pride, ‘I’m no good at maths’, as though displaying a badge of honour or
promoting membership to the I Hate Maths ‘Facebook’ group. As a subject
mathematics is unique as embarrassment often does not result from failure. A
study involving over 1000 undergraduate students in the United States affirms
the view that failure at mathematics is socially acceptable – the participants
were less embarrassed in relation to lack of mathematical skills compared with
language skills (Latterell, 2005).
The classroom
Despite young children starting school having, for the most part, a well-
developed, informal competence in mathematics, it is apparent that the
classroom is also a place where maths anxiety can develop and flourish.
Research studies (e.g., Vinson, 2001) suggest that, in combination with the
parental and societal factors, maths anxiety may have its roots in teaching and
teachers, with maths anxious teachers resulting in maths anxious students at
times. Teaching by maths anxious teachers is characterised by an over-reliance
on traditional instructional activities such as: drills, flash cards, and work sheets;
assigning the same work for everyone; teaching to the textbook; insisting on
only one correct way to complete a problem; concentrating more on basic skills
rather than concepts; and, whole class instruction (Gurganus, 2007). Despite
New Zealand’s systemic attempts to reform primary mathematics programmes
(Higgins & Parson, 2009), we have ‘a long tail of underachievement in
mathematics’ (Neill, Fisher, & Dingle, 2010, p. 1) and traditional ways of
learning mathematics continue to be present within our schools (Young-
Loveridge, Taylor, Sharma, & Hāwera, 2006).
While traditional instruction may contribute to maths anxiety, so too does
the culture of the classroom. Classroom culture can be defined as the
behaviours and norms that guide classroom interactions. Experiences of
learning mathematics in structured, rigid classrooms include little opportunity for
debate or discussion, focus on searching for the one right answer, offer limited
encouragement to reflect on thinking, expect quick answers, and emphasise
timed tests (Shields, 2005). In such classrooms, it is likely both overt and covert
teacher behaviours are implicated in fostering students’ maths anxiety (Breen,
2003). These behaviours include: unrealistic expectations of students; gender
bias; giving poor explanations; hostility, anger or intimidation; embarrassing
students in front of peers if a concept is not understood; and, an insensitive or
uncaring attitude (Shields, 2005).
With the advent of National Standards, New Zealand teachers are
encouraged to integrate a range of assessment practices that support students’
learning. However, we know from the research that implementing effective
assessment for learning practices is challenging. Watson’s (2000) study of

Maths Anxiety: The Fear Factor in the Mathematics Classroom 9
informal assessment practices in classrooms, found that teachers were more
prone to ask students to report mathematics already done. Limited attendance
to, and probing of children’s thinking means judgments are more likely to be
based on written work. Unfortunately, written tests, in particular, are often the
primary source for students’ anxiety (Shields, 2005). Other types of assessment
that might also contribute to maths anxiety are timed assessments or activities
within competitive environments. Students who do not perform well on these
types of assessment are often left feeling embarrassed and with the belief they
cannot do mathematics.
While the classroom and the experiences provided can contribute to
maths anxiety, so too can a ‘dropped stitch’. These stitches can be described as
a gap in a student’s prior mathematics learning that prevents more advanced
concept learning (Farrell, 2006) and can arise when students miss learning
access to particular concepts due to shifting schools, illness, or other personal
reasons (Freiberg, 2005).
MITIGATING MATHS ANXIETY
Current reforms in mathematics education that put the ‘spotlight squarely
on the social and cultural aspects of mathematical development’ (Walshaw &
Anthony, 2008, p. 516) require teachers to ensure that all students have
opportunities to develop mathematical proficiency that includes a positive
mathematical disposition. As maths anxiety is a learned condition (Nolting,
2011), one hopes it can be unlearned. Consequently, teachers have an
important role in the reduction or prevention of student maths anxiety. The
research literature points to several promising ways teachers can assist in the
unlearning, or even prevention, of maths anxiety in students. The variety of
ways available to teachers discussed here include: building positive attitudes
towards mathematics; utilising journal writing, autobiography, metaphors,
drawing, thought bubble pictures, bibliotherapy, and maths related fiction books;
promoting an appropriate classroom culture; utilising effective teaching
practices; working to reduce one’s own maths anxiety; and, involving parents in
school mathematics.
To begin, the need to attend to the affective needs of students is
discussed. Because emotions drive and intensify thinking in mathematics in
profound and powerful ways, identifying students’ emotions concerning
mathematics is as important as identifying any cognitive skill (Zambo & Zambo,
2006). There is a range of ways in which teachers might first identify student
emotions before bringing them out into the open through a classroom
discussion of maths anxiety. Journal writing, while typically utilised to create
opportunities for students to express their understandings of mathematical
concepts, can also be used for sharing and reflecting on feelings about, and
experiences with mathematics (Furner & Berman, 2003). Autobiographies
(Ellsworth & Buss, 2000) in which students are encouraged to explain their
personal mathematics background in writing, including family experiences of
mathematics, may also provide students with the opportunity to express their
feelings about mathematics.
Metaphors can also be used to identify students’ feelings and opinions
about mathematics (Wolodko, Willson, & Johnson, 2003). For example,
teachers can encourage students to imagine mathematics as an object, thing,

Julie Whyte & Glenda Anthony 10
or experience (e.g., a type of food or weather, or an out of school activity) and
to explain their choice through writing (see Gibson, 1994). Filling in thought
bubbles, as seen in cartoons and comic books, has also been successfully used
to reveal students’ feelings about participating in mathematics (Zambo &
Zambo, 2006). These pictures can be analysed by looking at the faces drawn
for physical or emotional clues as well as the symbols, signs and words drawn
in the thought bubble itself.
Appropriate children’s literature can also provide a way past the
obstructions to understanding and engagement that are erected by those who
experience maths anxiety. Stories can bring mathematics to life, explaining
mathematics concepts visually and providing models for visual interpretation of
concepts. More specifically, bibliotherapy, where people are helped to solve
problems through the use of books (Aiex, 1993), offers affective strategies to
caring teachers for dealing with maths anxiety (Furner, 2004). For example, in
the book Maths Curse (Scieszka & Smith, 1995), the main character
experiences tremendous discomfort when told by Mrs Fibonacci that you can
think of almost everything as a maths problem, though comes to realise maths
is a means for making life easier. As the character shares their anxiety about
maths, students may relate and so be prompted to talk about their own feelings
regarding mathematics (Furner & Berman, 2003).
As discussed earlier, classroom culture may, even unwittingly, promote
the development of maths anxiety. To prevent or reduce maths anxiety, first and
foremost requires a safe environment where students are secure in taking risks
and where student thinking is respected. Classroom cultures found to be
successful in reducing maths anxiety include asking questions and exploring
ideas, thinking to make sense, and taking time for reflection (Haylock, 2007).
Also, when assessment activities allow time for anxious students to use such
strategies as pausing, looking back, and reading aloud to maintain accuracy,
students may be able to successfully compensate for working memory limitation
associated with maths anxiety (Hoffman, 2010).
Overriding any pedagogical and participation practices within the
classroom is a teacher’s attitude. For those teachers that bring maths anxiety
with them into the classroom, it is imperative that their own fears and insecure
feelings are confronted and controlled (Martinez, 1987). To minimise maths
anxiety, teachers need to demonstrate and model a positive attitude, including:
portraying an optimistic disposition and a love for mathematics that shows
mathematics as a cultural tool; promoting the value of maths by the way it
contributes to society; and, getting beyond mathematical myths.
Likewise, supplanting negative attitudes outside the classroom may
mean that teachers need to deliberately involve parents in school mathematics.
Efforts to mitigate the family/societal impact on maths anxiety might include the
organisation of family maths meetings where activities present opportunities to
discover mathematical content along with information about teaching and
reporting approaches (Furner & Berman, 2003). Another way is to invite parents
to be directly involved with students in classroom learning activities, to share
how they use mathematics in their careers, or to participate as a coach or
mentor for particular students (Ellsworth & Buss, 2000). Regular mathematics
‘snippets’ in school newsletters or email communications explaining the
mathematics learning occurring in classrooms and ways to support and

Maths Anxiety: The Fear Factor in the Mathematics Classroom 11
encourage interest in their children may also prompt greater positive parental
involvement in school mathematics (ibid).
CONCLUSION
Statistical analysis of student’s questionnaire data for the PISA 2003
study (see Lee, 2009) confirm that maths anxiety is an important construct,
distinguishable from maths self-concept and maths self-efficacy. Lee’s analysis
suggested that New Zealand students fare well in maths anxiety stakes in that
our relatively high maths achievement scores, and positive maths self-concept
and self-efficacy scores, are matched by relatively low levels of maths anxiety.
Whilst Lee argues that ‘academic-motivation constructions such as maths self-
concept, maths self-efficacy, and mathematics are inevitably related to the
societal and educational environment’ (p. 363), the negative impact of maths
anxiety on both our students’ short-term learning and long-term relation with
mathematics, and for prospective teachers within the educational system,
remains significant.
Although there is no accurate measure of the number of students within
our classrooms that experience maths anxiety, Jennison and Beswick’s (2009)
recent survey of 40 Year 8 boys in Australia noted that eight students recorded
high ratings on maths anxiety measures. Conservatively estimating the level as
10 percent means that there are several students in each of our classes
experiencing extreme levels of discomfort with mathematics learning. Not many
negative experiences are needed for students to begin a pattern of mathematics
avoidance that lingers for the rest of their lives (Middleton & Jansen, 2011). In
order to redress this pattern of avoidance and the pervasive attitudes towards
mathematics that can frighten and debilitate, maths anxiety is another layer
within the diversity of our students that surely needs our attention. To that end,
this paper has reopened a discussion that has laid largely silent in New Zealand
literature in recent years, and in doing so provides some evidence-based
strategies that are worthy of further teacher investigation.
REFERENCES
Aiex, N. K. (1993). Bibliotherapy. ERIC Digests. Bloomington, IN: ERIC
Clearinghouse on Reading and Communication Skills. [ED357333].
Bernstein, J. D., Coté-Bonanno, J., Reilly, L. B., Carver, J., & Doremus, M. E.
(1995). Changes in math anxiety levels. New Jersey Research Bulletin,
10, 2-6.
Breen, C. (2003). Fear of mathematics in adults: Moving from insights to
thoughtful enactive practice. Literacy & Numeracy Studies, 12(2), 65-76.
Crooks, T., Smith, J., & Flockton, L. (2010). Mathematics: Assessment results
2009. Dunedin: Educational Assessment Research Unit, University of
Otago.
Dossel, S. (1993). Maths anxiety. The Australian Mathematics Teacher, 49(1),
4-8.

Julie Whyte & Glenda Anthony 12
Ellsworth, J. Z., & Buss, A. (2000). Autobiographical stories from preservice
elementary mathematics and science students: Implications for K-16
teaching. School Science and Mathematics, 100(7), 355-364.
Else-Quest, N. M., Hyde, J. S., & Hejmadi, A. (2008). Mother and child
emotions during mathematics homework. Mathematical Thinking and
Learning, 10(1), 5-35.
Farrell, E. F. (2006). Taking anxiety out of the equation. Chronicle of Higher
Education, 52(19), 41-42.
Fraser, H., & Honeyford, G. (2000). Children, parents and teachers enjoying
numeracy: Numeracy hour success through collaboration. London: David
Fulton.
Freiberg, M. (2005). Math – that four-letter word! Academic Exchange
Quarterly, 9(3), 7-11.
Furner, J. M. (2004). Using bibliotherapy to overcome math anxiety. Academic
Exchange Quarterly, 8(2), 209-213.
Furner, J. M., & Berman, B .T. (2003). Math anxiety: Overcoming a major
obstacle to the improvement of student math performance. Childhood
Education, 79(3), 170-174.
Gibson, H. (1994). ‘Math is like a used car’: Metaphors reveal attitudes toward
mathematics. In D. Beurk (Ed.), Empowering students by promoting
active learning in mathematics: Teachers speak to teachers (pp. 7-12).
Reston, VA: National Council of Teachers of Mathematics.
Gurganus, S. P. (2007). Math instruction for students with learning problems.
Boston: Pearson Education.
Haylock, D. (2007). Key concepts in teaching primary mathematics. London:
Sage.
Higgins, J., & Parsons, R. (2009). A successful professional development model
in mathematics: A systemwide New Zealand case. Journal of Teacher
Education, 60(3), 231-242.
Hoffman, B. (2010). ‘I think I can, but I’m afraid to try’: The role of self-efficacy
beliefs and mathematics anxiety in mathematics problem-solving
efficiency. Learning and Individual Differences, 20, 276-283.
Hunter, R., & Anthony, G. (2011). Forging mathematical relationships in inquiry-
based classrooms with Pasifika students. Journal of Urban Mathematics
Education, 4(1), 98-119.
Jennison, M., & Beswick, K. (2009). Students’ perceptions of the impacts of
parents, teachers, and teaching upon their anxiety about the learning of
fractions. In R. Hunter, B. Bicknell & T. Burgess (Eds.), Crossing divides
(Proceedings of the 32nd Annual Conference of the Mathematics
Education Research Group of Australasia, Vol. 1, pp. 265-272).
Palmerston North: MERGA.
Latterell, C. M. (2005). Social stigma and mathematical ignorance. Academic
Exchange Quarterly, 9(3), 167-171.

Maths Anxiety: The Fear Factor in the Mathematics Classroom 13
Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy,
and math anxiety across 41 PISA 2003 participating countries. Learning
and Individual Differences, 19(3), 355-365.
Martinez, J. G. R (1987). Preventing math anxiety: A prescription. Academic
Therapy, 23, 117-125.
Middleton, J. A., & Jansen, A. (2011). Motivation matters, and interest counts:
Fostering engagement in mathematics. Reston, VA: National Council of
Teachers of Mathematics.
Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math
performance. Personality and Individual Differences, 37(3), 591-606.
Ministry of Education. (2009). Mathematics standards for years 1–8. Wellington:
Learning Media.
Neill, A., Fisher, J., & Dingle, R. (2010). Exploring mathematics interventions:
Exploratory evaluation of the accelerating learning in mathematics pilot
study. Wellington: NZCER.
Nolting, P. D. (2011). Math study skills workbook (4th ed.). South Melbourne:
Cengage Learning.
Scieszka, J., & Smith, L. (1995). Maths curse. London: Puffin.
Shields, D. J. (2005). Teachers have the power to alleviate math anxiety.
Academic Exchange Quarterly, 9(3), 326-330.
Stolpa, J. M. (2004). Math and writing anxieties. Phi Kappa Phi Forum, 84(3), 3,
5.
Vinson, B. M. (2001). A comparison of preservice teachers’ mathematics
anxiety before and after a methods class emphasizing manipulatives.
Early Childhood Education Journal, 29(2), 89-94.
Walshaw, M., & Anthony, G. (2008). The teacher’s role in classroom discourse:
A review of recent research into mathematics classrooms. Review of
Educational Research, 78(3), 516-551.
Watson, A. (2000). Mathematics teachers acting as informal assessors:
Practices, problems and recommendations. Educational Studies in
Mathematics, 41, 69-91.
Whyte, J. M. (2009). Maths anxiety: The what, where, and how. Unpublished
Masterate research report. Palmerston North: Massey University.
Wolodko, B., Willson, K., & Johnson, R. (2003). Preservice teachers’
perceptions of mathematics: Metaphors as a vehicle for exploring.
Teaching Children Mathematics, 10(4), 224-230.
Young-Loveridge, J. (2010). A decade of reform in mathematics education:
Results for 2009 and earlier years. Findings from the New Zealand
Numeracy Development Projects 2009 (pp. 15-35). Wellington: Learning
Media.

Julie Whyte & Glenda Anthony 14
Young-Loveridge, J., Taylor, M., Sharma, S., & Hāwera, N. (2006). Students’
perspectives on the nature of mathematics. In P. Grootenboer, R.
Zevenbergen & M. Chinnappan (Eds.), Identities, cultures, and learning
spaces (Proceedings of the 29th Annual Conference of the Mathematics
Education Research Group of Australasia, pp. 583-590). Retrieved from
http://www.merga.net.au/documents/RP682006.pdf
Zambo, D., & Zambo, R. (2006). Using thought bubble pictures to assess
students’ feelings about mathematics. Mathematics Teaching in the
Middle School, 12(1), 14-21.

Maths Anxiety: The Fear Factor in the Mathematics Classroom 15
ABOUT THE AUTHORS
JULIE WHYTE
Massey University College of Education
An interest in maths anxiety was piqued for Julie
Whyte while teaching at the primary level, where
some students showed a form of fear towards
mathematics. Now a Senior Tutor at Massey
University, Julie aims to develop a positive attitude
for mathematics in her students. Current research
interests include the fear and anxiety students and
teachers may experience about mathematics and
ways these may be overcome.
Contact: J.M.Whyte@massey.ac.nz
GLENDA ANTHONY
Massey University College of Education
Glenda Anthony is professor of mathematics education
at Massey University. Her primary research interests
include effective teaching practices within the
classroom and within teacher education. She is the co-
author of the New Zealand Iterative Best Evidence
Synthesis (BES) for effective mathematics teaching
and the Effective Pedagogy in Mathematics
Educational Practice Series produced by the
International Academy of Education.
Contact: G.J.Anthony@massey.ac.nz
The opinions expressed are those of the paper author(s) and not the New Zealand Journal of Teachers’ Work.
Copyright is held by individual authors but offprints in the published format only may be distributed freely by individuals
provided that the source is fully acknowledged. [ISSN-1176-6662]