ABSTRACT
Mathematics anxiety (MA) can have a considerable impact on effective teaching and learning. As Weekes discussed in the previous chapter in relation to foreign language anxiety, anxiety can impact on learning outcomes. For example, research suggests that students who are anxious about mathematics are likely to have difficulties learning mathematics and therefore require extra help in the classroom. MA is also reported by many teachers, particularly those in primary schools. Teachers who experience MA are likely to be less effective and less confident mathematics teachers. This chapter outlines a psychological approach to addressing MA and a multidisciplinary research framework that was developed to underpin the approach. The framework was translated into an interactive workshop designed to introduce participants to the concept that MA can be separated into MA in the moment (state MA) and long-term MA (trait MA) and provided strategies to address both. Results from a study of pre-service primary teachers identifying as affected by MA who participated in workshops reported a reduction in MA, with participants continuing to employ the strategies post intervention. Recognising the existence of two distinct types of MA – state (during activity) and trait (self-beliefs) – this study contributes to our understanding of MA and provides evidence-based strategies to assist teachers to better understand and address anxiety in themselves and/or their students.
