Equations & Emotions:

The Hidden Cost of Maths Anxiety

by Yixin Wang

Abstract

Maths anxiety is defined as fear, tension, and discomfort which are felt by some individuals in situations involving mathematics, which may interfere with the performance of mathematical tasks. It can be caused by individual, family, and(or) school factors. It can be explained from a neuroscience perspective, such as impaired working memory, or ADHA because of abnormal activities in the prefrontal cortex, amygdala, and hippocampus. Maths anxiety can negatively influence children’s well-being via academic performance, social relations, and cognitive development. Children’s well-being could be improved by decreasing math anxiety via psychological strategies, increased family support, and improved educational environment.

Introduction

A study from The Lancet revealed that mental health issues among children are increasing continuously, with academic pressure being one of the main factors (Kieling et al., 2019). Mathematics is a core discipline of vital importance for primary and secondary education in the UK. However, an investigation involved 1,757 primary and secondary school pupils in the United Kingdom, and 11% of the sample had high maths anxiety (Szűcs, 2019). Also, it is a critical factor that influences children’s maths learning. Failing to address this problem has a far-reaching influence on children’s development, which causes not only poor academic performance but also bad health conditions. For children, maths anxiety may cause frustration because it can elicit severe emotional reactions to maths tasks and has similar symptoms to those that contribute to the diagnostic criteria of anxiety disorders.  

Wellbeing is important for children’s school life, which also shows some reciprocal relationship with academic performance.  So, how does maths anxiety impact children’s well-being, and how can it be improved? This blog may offer some insights by providing relatively fundamental explanations from a neuroscience perspective, which could help extend the knowledge edge.

What is Maths Anxiety and Why Does it Occur?

Maths anxiety is defined as fear, tension, and discomfort which are felt by some individuals in situations involving mathematics, which may interfere with the performance of mathematical tasks (Ashcraft, 2002; Dowker et al., 2016). It does not simply mean dislike maths, but involving emotional reactions when engaging in maths context including classes and exams. Maths anxiety can affect mathematical ability, causing poor performance even though the knowledge has been grasped. Usually, it creates obstacles in academic learning, potentially influencing their daily life and future career choices.

Maths anxiety performs in various forms, including but not limited to physiological reactions such as increased heart rate, sweaty palms, and cognitive confusion, and some behavioural responses like avoidance of maths tasks and self-doubt (Maloney & Beilock, 2012). These reactions not only negatively impact children’s maths performance but also decrease their self-confidence and self-esteem, resulting in a toxic cycle (Carey et al., 2016).

The causes of maths anxiety are multiple, involving individual, family, school, and social factors. Individually speaking, children’s personality traits, cognitive styles, stereotype, such as “girls are not good at math.”, and self-efficacy can influence their attitudes and experiences toward mathematics. For instance, children with a lower tolerance for uncertainty may be more prone to developing mathematics anxiety (Dowker et al., 2016; Maloney & Beilock, 2012).

At the family level, parental attitudes toward mathematics, educational approaches, and expectations for their children’s mathematical performance can all contribute to the development of mathematics anxiety. If parents hold negative attitudes toward mathematics or exert pressure on their children’s mathematical learning, they may cause their children anxiety (Gunderson et al., 2012; Soni & Kumari, 2017).

Also, the school environment is another critical factor, such as teaching methods, classroom atmosphere, and peer relationships can all act as triggers for mathematics anxiety. For example, a highly competitive, performance-oriented learning environment may create stress and insecurity, particularly for students with weaker mathematical abilities (Beilock & Willingham, 2014; Wang et al., 2015). Additionally, teachers’ mathematics anxiety can be conveyed through their instructional practices, further exacerbating students’ anxiety (Bekdemir, 2010).

How Does Math Anxiety Impact Well-being?

The direct effect

Mathematics anxiety poses a significant threat to children’s mental well-being. Children who experience prolonged maths anxiety may suffer from decreased self-confidence and diminished self-esteem (Ashcraft & Krause, 2007). They might develop self-doubt due to poor maths performance, even forming negative self-perceptions such as, “I’m bad at math, so I can’t succeed in anything” (Carey et al., 2016). If not addressed on time, this psychological state could lead to more severe mental health issues, such as depression and anxiety disorders.

Social relations

Mathematics anxiety may also affect children’s social skills. An international student assessment conducted by the Organisation for Economic Co-operation and Development (OECD) found that students with lower math performance are more likely to feel lonely and excluded (OECD, 2019). This phenomenon is common worldwide, particularly in countries with highly competitive math education systems, such as China, South Korea, and Japan (Lee & Stankov, 2018). These social difficulties impact children’s well-being and may have long-term effects on their future interpersonal relationships (Maloney & Beilock, 2012).

Explanation from Neuroscience

Research in cognitive neuroscience has shown that mathematics anxiety significantly affects the activity of brain regions involved in mathematical processing, particularly the prefrontal cortex and the amygdala. The prefrontal cortex is responsible for executive functions, including working memory, attentional control, and problem-solving, while the amygdala is closely associated with emotion regulation and stress responses.

Working Memory Impairment

Maths anxiety can deplete working memory resources, reducing the cognitive capacity available for solving mathematical problems. Working memory refers to the ability to temporarily store and process information while performing cognitive tasks. Research suggests that when individuals experience high anxiety, excessive activation of the amygdala interferes with the normal functioning of the prefrontal cortex, thereby reducing working memory efficiency (Ashcraft & Kirk, 2001). These deficits may lead to cognitive difficulties, negatively impacting academic performance and self-esteem, increasing psychological stress, and lowering quality of life, which possibly have negative impact on students’ wellbeing.

Attention Distraction

Maths anxiety can also lead to attention deficits. Studies have found that individuals with high math anxiety tend to focus on negative emotions unrelated to the task rather than on the task itself when faced with mathematical challenges (Lyons & Beilock, 2012). Attention deficit hyperactivity disorder (ADHD), a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, is also linked to attentional difficulties. Such attention deficits not only affect maths learning but also impact performance in other subjects. Additionally, research indicates that children with ADHD struggle with facial expression recognition, possibly due to their attention deficits and working memory impairments. These difficulties may contribute to social dysfunction.

In fact, the prefrontal cortex, amygdala, and hippocampus not only influence children’s learning experiences and social relationships at school but also serve as key regulators of emotions. These brain regions are crucial for generating well-being experiences, and both excessive activation and functional impairments can affect emotional regulation. In other words, they play a fundamental role in shaping children’s well-being.

How to Reduce Math Anxiety and Improve Well-being?

Psychological strategies

Schools should establish comprehensive psychological support systems to provide timely counseling and intervention for children with severe math anxiety. School psychologists can use methods such as cognitive behavioral therapy (CBT) and relaxation training to help children adjust their attitudes and perceptions of mathematics, thereby alleviating their anxiety. A study conducted in Australia found that school-based psychological support services effectively reduced students’ math anxiety levels while improving their academic performance and mental health (Martin & Marsh, 2006).

Family support

According to the Education Endowment Foundation in the UK, family support has a significant impact on children’s math learning. Children who receive strong parental support tend to have lower levels of math anxiety and better academic performance (Education Endowment Foundation, 2018). Parents should actively engage in their children’s math learning by providing both emotional support and practical assistance. This can be achieved by solving math problems together, discussing the real-world applications of math, and fostering interest and confidence in the subject (Gunderson et al., 2012). Additionally, parents should avoid placing excessive pressure on their children regarding maths performance and should respect their individual differences and interests (Soni & Kumari, 2017).

Educational environment

Educators should adopt more diverse and inclusive teaching methods to accommodate different learning styles and paces. For example, incorporating game-based learning and project-based learning can make maths education more engaging and interactive (Beilock & Willingham, 2014). Moreover, assessment methods should focus more on the learning process rather than outcomes (OECD, 2019). In Finland, schools emphasize personalized learning and collaborative teaching, which helps reduce exam pressure and fosters a more relaxed and confident approach to maths learning (Sahlberg, 2011). According to PISA data, Finnish students report significantly lower levels of maths anxiety compared to the global average (OECD, 2019).

Although some strategies have been proposed above, there are occasions where they may not be accessible. For example, parents themselves are maths anxious or schools may lack resources to provide personalised maths learning tutorials. In such cases, parents could reduce transmitting misleading beliefs toward maths, instead, encouraging children to a growth mindset. As for schools, they could incorporate mental health classes that focus on emotional regulation and provide greater attention to addressing this issue.

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

Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? American Educator, 38(2), 28-32.

Carey, E., Hill, F., Devine, A., & Szűcs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 7, 1657. https://doi.org/10.3389/fpsyg.2016.01657

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

Education Endowment Foundation. (2018). Parental engagement: Supporting parents to help children learn. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/parental-engagement/

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

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3-4), 153-166. https://doi.org/10.1007/s11199-011-9996-2

Lee, J., & Stankov, L. (2018). Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA. Learning and Individual Differences, 65, 50-64. https://doi.org/10.1016/j.lindif.2018.05.009

Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404-406. https://doi.org/10.1016/j.tics.2012.06.008

Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. https://doi.org/10.1002/pits.20149

OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. OECD Publishing. https://doi.org/10.1787/acd78851-en

Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland? Teachers College Press.

Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15(2), 331-347. https://doi.org/10.1007/s10763-015-9687-5

Szűcs, D. (2019). The origins of math anxiety and interventions. IBE—Science of learning portal.

Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L. A., Plomin, R., McLoughlin, G., Bartlett, C. W., Lyons, I. M., & Petrill, S. A. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. Journal of Child Psychology and Psychiatry, 55(9), 1056–1064. https://doi.org/10.1111/jcpp.12224

Autobiography

Hi Everyone, my name is Yixin Wang, and I am a first-year PhD student supervised by Ros. My previous research focused on social psychology and economic psychology, including financial literacy, rationality, and decision-making. Currently, I am exploring mathematical anxiety, financial anxiety, and financial decision-making from both behavioural and neuroscience perspectives. I’m excited to connect and learn from everyone’s perspectives!