A report out today examines the factors that
influence 'maths anxiety' among primary and secondary school students, showing
that teachers and parents may inadvertently play a role in a child's
development of the condition, and that girls tend to be more affected than
boys.
The report was funded by the Nuffield
Foundation, with additional support from the James S McDonnell Foundation.
Reference
Understanding Mathematics Anxiety:
Investigating the experiences of UK primary and secondary school students. 14
March 2019
Background
Researchers worked with more than 2,700
primary and secondary students in the UK and Italy to examine both maths
anxiety and general anxiety, and gain a measure of mathematics performance.
They then worked one-to-one with the children to gain a deeper understanding of
their cognitive abilities and feelings towards mathematics.
This is the first interview-based study of
its kind to compare the mathematics learning experiences of a relatively large
sample of students identified as mathematics anxious with similar children that
are not mathematics anxious. Although further in-depth studies are needed to
substantiate and expand upon this work, the findings indicate that the
mathematics classroom is a very different world for children that are
mathematics anxious compared to those that are not.
Report
Available | https://www.repository.cam.ac.uk/bitstream/handle/1810/290514/Szucs%2041179%20-%20Main%20Public%20Output%208%20March%202019.pdf?sequence=1&isAllowed=y
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