Maths Anxiety

Maths anxiety is defined as a feeling of tension and apprehension that interferes with
maths performance ability, the manipulation of numbers and the solving of mathematical
problems in a wide variety of ordinary life and academic situations.

Richardson and Suinn (1972) defined math anxiety as stress causing negative physical
reactions that interfere with the manipulation of numbers and problem solving in both academic
settings and everyday life.

Causes for Math Anxiety:

The literature discussing causes and/or contributing factors for the prevalence of math
anxiety in secondary school students involves various social, cognitive, and academic elements.
Social factors include continued race and gender stigmas and lack of parental support in low
socioeconomic (SES) households. Cognitive factors comprise dyscalculia and deficits in working
memory. Academic factors encompass the traditional math curriculum used in classrooms,
ineffective teaching styles, and the influence of math anxious teachers. Following factors are the
causes of maths anxiety in secondary school students

Social Factor

Gillen-O’Neel, Ruble, & Fuligini, (2011) found students aware of negative subgroup
stigmas are more likely to exhibit anxiety, poor self-esteem, and lack motivation. Several studies
attribute elevated math anxiety and low math achievement in females to the enduring stereotype,
that “Girls are not good at math” (Beilock et al., 2010; Geist, 2010, Sparks, 2011; Tobias, 1978 ).

Beyond gender and racial stereotypes, parental expectations and beliefs related to
education can negatively affect self-esteem and students’ attitudes towards math. Rown-Kenyon,
Swan, & Creager, (2012) explained that parental support is crucial to the self-efficacy in math
and science demonstrated by students. Students of low SES status may lack this support due to
their parents not being physically present or lacking the educational background to help the
students with homework. Social expectations, negative stereotypes, and lack of support in
academic and family settings increase the chances of math anxiety in students.

Cognitive factors
 Biological make-up in regards to cognition can increase susceptibility to math anxiety.
Sparks (2011) interviewed several neurologists studying math learning and performance. A wide
range of math learning disabilities, also known as dyscalculia, was linked to math anxiety.
Neurologists found difficulties recognizing the differences in numerical magnitude also exhibited
high levels of math anxiety. Numerical magnitude, solving basic math equation is a foundational
concept for advanced math learning. Secondary students with this deficiency could develop poor
self-esteem, frustration, and negative reactions to math as they are introduced to more complex
concepts. Students with average to high math capabilities also may have cognitive factors that
could attribute to math aanxiety.

Academic factors

Academic factors also carry a heavy influence on math anxiety. Reliance on timed tests
and memorization has increased anxiety making math a high-risk activity. Many college students
who exhibit math anxiety presented negative experiences they had in secondary math classes.
Current math curriculum in elementary grade levels does not provide conceptual understanding
of mathematics; instead it focuses on acquisition of superficial knowledge of basic computational
skills and math operations. The students lack the ability to understand the “why” of mathematics
and instead regurgitate facts. As a result, students quickly forget the concepts they have learned

and experience continuous frustration.

Math anxiety appears from the way it is taught in math class and may have been presented to
math teachers when they were children (Geist, 2010).

Mattarella-Micke et al. (2011) discussed that high math anxious students tend to have
lower cognitive skills than their less math anxious peers due to avoidance of math activities and
practice yet may have high inherent capabilities

Factors

Mathematics is an important subject in school curriculum in every country (Mutawah,

2015, 240). Mathematics has been discussed so that youths can understand the numerical data
presented to them, and as well as manifest those information (both simple and comple byx) in a
day-to-day encounter, as cited in the same article. Learning mathematics is cumulative in nature
where it is structured step by step, starting with the simplest tasks until getting into more
complex ones (Dodeen, Abdelfattah, & Alshumrani, 2014, 2). However, Ashcraft and Krause
(2007) said that the very abstractness of Mathematical symbols surely adds to the difficulties that
people encounter when learning math, including difficulties in storing and using information in
working memory of the students (246-247). Students who do poorly in math but believes its
importance to it may not be anxious about math while students doing poorly in math but want to
do well may report higher levels of math anxiety (Wigfield & Meece, 1988, 214). Therefore,
poor mathematical performance might be perpetuated by mathematical anxiety (Witt, 2012, 264).

Math success level has been one of the crucial keys to school success and profession
selection. Therefore, it is important to know and if possible eliminate obstacles in front of math
success. One of the most significant obstacles in math success is math anxiety (Sevindir, Yacizi,
& Yacizi, 2014, 637). Mathematics anxiety is a psychological dimension of learning that is
important for educators to identify ( Zakaria, Zain, Ahmad & Erlina, 2012, 1761). It refers to
such unhealthy mood responses which occur when some students come upon mathematics
problems and manifest themselves as being panicky and losing one’s head, depressed and
helpless, nervous and fearful (Luo, Wang, & Luo, 2009, 12-13). Anderson (2007) said that
student anxiety in response to mathematics is a significant concern for educators in terms of the
perception that high anxiety will relate to avoidance of mathematics. In the article of Eden,
Heine & Jacobs (2013), there are factors that associate with student’s anxiety in Math like
Environmental, personality, cognitive and gender influences. The environmental factors have a
high impact on human personality development “ego” or its meaning, which is one of the main
dimensions of human personality, is influenced by environmental factors (Abbasi, Samadzadeh,
& Shahbazzadegan, 2013, 673).

In support, Newstead (n.d.) said that the teaching approaches of math are characterized as
either "traditional" or “alternative." She explains that the "traditional" teaching approach talks
about the standard, pencil-and-paper methods of computation, by teacher demonstration followed
by individual practice where word sums are given as application after practice and mastering of
methods while "alternative" approach let students discuss their own strategies for solving word
sums, which are used as the principal vehicle for learning. Eden, Heine & Jacobs (2013) added
that female elementary school teachers, who are anxious in mathematics themselves, pass their
negative attitude down to their students thus a factor that leads to math anxiety . According to
Stuart (2000) in his article, the formation of math anxiety often takes its origin from self-
confidence or lack of confidence. In his study, he found out that students who had viewed
mathematics negatively began to appreciate it and feel more confident about their abilities for
they are using mathematics skills during science experiments to calculate results and complete
tables and graphs. This confidence turns them to be more successful in mathematics-related
tasks. Even students who have neutral view about mathematics began to dig deeper and
appreciate of it as a learning practices that is implemented during the year. In contrast, students
with poor self-esteem and lower levels of motivation to study mathematics could also be more
anxious about their performance (Alzahrani & Stojanovski, 2017, 1518). After all, it is difficult
for someone to hone their math skills if they avoid engaging in mathematical processing (Beilock
& Maloney, 2015, 6).

On the other hand, it is tempting to assume mathematics anxiety to be directly related to

poor mathematical competencies which, in turn, are determining experiences of threat in
classroom situations (Eden, Heines, & Jacobs, 2013, 28).

 Fear of Maths
 Lack of confidence
 Expectation of Difficulties
 Feeling Confused
 Fear of being judged by others

Fear of Maths

Learners hate the four-letter word, MATH, they don’t like it and feel that they are not
good at it”, Yang (2014). He described it as “People who feel tension, apprehension and fear of
situations involving math might have anxiety in the subject. Anxiety in Mathematics is easy to
describe. This is manifested through the feelings of discomfort and nuisance that some
individuals may encounter when having problems mathematics learning. “Feelings of
tension, apprehension and fright that disturbed the usual manipulation of number and the solving
of mathematical problems”, Ashcraft & Faust, (2000). In many forms of anxiety, students have
the feeling that their hearts beat fast, they may believe that they cannot complete mathematical
problems or may avoid taking math courses, Sheffield & Hunt, (2006). Anxiety of the students in
response to mathematics is important concern for teachers and many stakeholders in perception
that high anxiety may connected to fear in the subject, Anderson (2007). Mathematics is a
significant course in school curriculum. Young age children must learn the basic foundations
of the subject which is useful in functioning well in their everyday lives, Lebens, Graff
& Mayer, (2011). Mathematics is taught so that students can understand the numerical
data presented to them and able to solve simple mathematics computations in a day to day
living. It is a belief among children that mathematics subject is a difficult to learn. In
mathematics education, plenty of researchers endorse innovative ways of teaching, linking
concept and real- life applications and motivating the students to have interest in mathematics,
Hemmings, Grootenboer & Kay, (2011).

Fear of mathematics have multiple factors 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 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 behaviors 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).
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).

Lack of Confidence:

Maths anxiety has negative impacts on individuals; many students who suffer from
mathematics anxiety have little confidence in their ability to do mathematics and tend to take the
minimum number of required mathematics courses, which greatly limits their career.
Fortunately, certain strategies can act as barriers, or prevent maths anxiety occurring. Uusimaki
and Kidman stated that whenever the persons become self-aware of maths anxiety and its
consequences, their abilities to overcome it might increase. On the other hand, activity-based
learning and online/distance learning may reduce the fear of looking stupid in front of peers.
Another strategy is the use of untimed/unassessed (low stakes) tests to reduce the maths anxiety
as well as to increase confidence. Relevancy of studying maths can reduce maths anxiety;
applying mathematics and statistics to real-life examples rather than pure maths can reduce
maths anxiety (Marshall & Mann, 2016).

Self-confidence is the internal feeling of a person about his/her abilities in any situation.
It is not static but may change from situation to situation. According to Coopersmith (1981) self-
confidence is one’s attitude and taking decision when he/she facing the world. It is also about
believing in his/her probability of success or failure (Harris, 2009; p. 9). Self-confidence always
implied something about personal power, self-belief, self-assurance and self-control. Self-
confidence always strengthens mind to make decision and not to experience anxious or nervous
in any particular field. In psychology and education self-confidence is an indispensable factor of
metacognition (Stankov, 1999). Mathematics anxiety is a critical mental state facing by students
at the time of solving mathematics problem. Mathematics anxiety refers a state of nervousness
and distress as it causes feeling of tension, panic, and fear about mathematics. Mathematical
anxiety interfere with manipulation of numbers and solving mathematical problem as it is a
feeling of tension and anxiety (Richardson and Suinn, 1972). In our education system most of
teenager students facing mathematics anxiety which results lower academic performance in
related subject. Elementary and Secondary levels are the basic roots of mathematics anxiety
(Lazarus, 1974). Solving mathematics, students feel themselves helpless, nervous, and fearful
which are unhealthy response referred mathematics anxiety is a kind of disease stated by Luo
(2009). This unhealthy mental disorganization often causes physiological problem in the persons
like vomiting, perspiration of palms, dry lips which results loss of interest and confidence in
mathematics learning. Stuart (2000) suggested that lack of confidence in mathematics causes
mathematics anxiety. According to Garry (2005) many students who experience mathematics
anxiety have modest confidence to their capability in mathematics solving and tend to avoid
mathematics.

Expectation of Difficulties

Student’s difficulties in Mathematics might occur at any phase. In fact, it might be caused
by a deficiency in any of the skills either independently or cumulatively. The understanding of
the difficulties faced by students in any particular area and phase is the strategy to respond to this
issue. Based on the understanding, it could provide a guideline for teachers as well as researchers
to plan better approaches and effective teaching methods (Tambychik & Meerah, 2010). Factors
which leads to the expectation of difficulties in students are as follows:

 Prior knowledge of students

 Lack of student’s labor
 Parents support
Prior knowledge of students

Prior knowledge of students is another aspect of student related factors which means the
previous knowledge of the students towards mathematical contents. The basic knowledge of
mathematics in lower secondary level is the key factors which determined good performance of
the students or not at great x. it is also determine student’s performance in the further study.
Mathematical pre-knowledge is the infrastructure as well all round development of students in
the mathematics sectors. Those students who have lack of sufficient prior knowledge did not
want to learn and could not get success in the further level. It is responsible for students fail in
mathematics in all school secondary level.

prior knowledge of mathematics is importance for the betterment of students pass in

mathematics. Last year if the students were promoted unnecessary without knowing the concept
of mathematical knowledge in the lower level and mathematics teachers say students have no
sufficient basic knowledge in mathematics in this time that’s the region students did not pass in
mathematics. These all response indicated that the students cannot able to assimilate or

relating new mathematical concept and principal to previously learned mathematical structure. In
regarded, Albert Bandore’s social learning theory emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional reactions of others. "Learning would be
exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of
their own actions to inform them what to do. Fortunately, most human behavior is learned
observationally through modeling: from observing others one forms an idea of how new
behaviors are performed, and on later occasions this coded information serves as a guide for
action. Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, an environmental influences. The component
processes underlying observational learning are attention, including modeled events
distinctiveness, affective valence, complexity, prevalence, functional value) and observer
characteristics (sensory capacities, arousal level, perceptual set, past reinforcement), retention,
including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal), motor
reproduction, including physical capabilities, self-observation of reproduction, accuracy of
feedback, and motivation, including external, vicarious and self reinforcement.

Lack of student’s labor

 It is another and importance aspect of students related factors that affect in students low
pass in mathematics. Mathematics is needed practice which has different theory and several
formulas. So learning of mathematics, students should be manages extra time for practice.
Generally mathematics achievements determine students labor in present situation; students are
not laborious in mathematics learning. Consequently, mathematics achievement of students was
diseasing. It was affect on student slow pass in mathematics.

Most of the student did not have sufficient time to learn mathematics. Students are
engaged in unnecessary task instead of teaching activates. Some students are busy in their house
hold work because they are busy in house hold work and farming. Students have no time in their
home to learn mathematics. They want to pass the exam without doing hard labor and practices
in mathematics. Consequently, students did not interest to study mathematics. In this regards
students should ready for extra practices for batter performance in mathematics. Those students
are not manage extra times and ignore for doing practice. Obviously, they would be weak in
mathematics and they are unable to pass in mathematics (Thapa,2011).

Parent’s Support

Parents’ support is one of the important aspect of parents factors studying mathematics.
Parents who play supportive role to their children learning and it is helpful for improve students’
achievement and changing behavior parents’ support can play a vital role at all stages of
education. Parents achieve support for their child’s learning can make good achievement in
education. School can befit from positive partnership with parents by involving decision making

Teacher cannot create positive attitude towards mathematics. School administration also
did not motivate to students for pass in mathematics. Students have negative feeling in
mathematics and they feel it is difficult to learn mathematics. In this regard Asubel’s theory
argues that students should be motivated to learn mathematics in meaningful way. Supporting
this view claims that the role of teacher will be mentors and role of students is active
participation in teaching process the mathematics learning become meaningful. Poorly motivated
students may not learn mathematics. So students did not pass in mathematics lack of motivation
and counseling. Hence one cause of low pass rate of students in mathematics is lack of
counseling and motivation to student (Gheimer, 2010).
Feeling Confused

Feeling confused in mathematics can be best stated as in the words of John Von Neumon
famous American Mathematician. “In mathematics you don’t understand things. You just get
used to them”

According to Herry Poincare “Mathematics is the art of giving the same name to different
things”.

Students have difficult understanding the language of mathematics because of the polysemous
nature of many mathematical terms. At the outset, the words of Henry Poincaré give us an
insight as to what to expect in the language of mathematics. The polysemous nature of many
mathematical words adds to the difficulty of students in understanding the messages being posed
by problems in mathematics. Take for example the word ‘negative.’ As a common word, it
can be a verb, a noun, an adjective, an adverb, an idiom, and even an interjection, depending
on the context (Negative, 2017).

There are many factors that make mathematics confusing like the polysemous nature of many
mathematical words, the way these words and phrases are used by the teacher in the classroom,
and the use of confusing words and phrases, and syntax in word problems. Not only do these
mathematical words have many meanings in the English language, they may also have different
contextual meanings in mathematics, such as ‘‘minus’ and ‘negative.’ The way teachers replace
mathematical words with easy to remember words like ‘cancel’ and ‘cross multiply’ may, at first,
make the learning of a concept faster, however, when students fail to associate these replacement
words with their true mathematical terms and principles, they can get very confused. Hence, by
the time students get to word problems, they are now too perplexed. The complexity of word
problems is threefold, linguistic, mathematical and general difficulty, with linguistic complexity
being the basic cause of confusion among learners. For example, When teachers use ‘cross-
multiply’ as a verbal signal to solve the problem, students get confused by not knowing if
they should multiply the denominator or not. The confusion caused by replacement words and
phrases in mathematics cannot be underestimated. As these words and phrases are carried on to
higher years where formal mathematical terms are used, students may have to undergo double
code-switching, i.e., from everyday language to classroom language and then to the more
formal language of mathematics (Zazkis, 2000).
Fear of being judged

Fear of being judged is a situations that happen to some people when facing a
mathematical problem. Good feeling towards mathematics brings good perception about
mathematics, and vice versa. Emotions play the most important part in this situation. According
to Wondimu et al. (2012) in their study, the uneasy feeling such as panic, clueless and
helplessness when working on something related to mathematics and don’t consult because of
fear of being judged tends to affect the mathematical performance especially for students. It is
also found that mathematical self-concept and mathematical anxiety are reciprocally related.

Parents and friends involvement in study techniques could be an influencing factor for
students’ participation in mathematics course positively in secondary institution. According to
Aarnos and Perkkila (2012) study, mathematic anxiety can be caused by environmental factor.
He stated that negative experience with parents or Teachers in viewing mathematical might
affect their children as negative attitudes and beliefs. Students will affect mathematic attitudes
such as try to avoid mathematic course with negative attitudes and belief in mathematics. It also
can affect the performance of students in academic field with a mathematical component as
mentioned by Nunez-Pena et al. (2013). Thus the effect of mathematical anxiety and negative
attitudes towards mathematics in academic performance found that the student who experienced
fear of being judged will badly affected their performance in mathematics. As a result this could
only be minimize by providing a positive environment to such students by their teachers friends
and family (Maryam et al,2010).

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