What strategies can teachers use to alleviate math anxiety in students?

Existing research shows that mathematics anxiety is common and can begin as early as elementary school only to worsen as an individual gets older. Math anxiety can have long-term consequences and has stopped many people from pursuing high demand careers in STEM-related fields. Some students may have the cognitive ability to do well in mathematics but may perform poorly due to anxiety issues that were never addressed.

Studies have shown how the classroom environment, style of teaching, and other factors can elicit a range of emotions in students, both positive and negative, which can affect their learning and achievement. Psychologists describe this relationship as the Control Value Theory of Achievement Emotions. This concept is based on the idea that a student who feels they have control over the outcome of their learning and who thinks the subject matter is interesting or has value will experience a positive emotional response leading to better performance. Conversely, a student who thinks they have little control over learning outcomes and for whom the subject is neither interesting nor has relevance, may experience negative emotions such as anxiety. A student with math anxiety uses a significant portion of their working memory, defined as the system for processing and storing information, to address that anxiety, leaving less available to solve the math problem at hand. That student is therefore more likely to perform poorly in the subject. But teachers may be able to deploy a few strategies that will help students overcome their fear and anxiety over math.

Educators should emphasize concepts instead of rote drills in teaching math

Researchers from George Mason University’s School of Education authored a paper in which they outlined certain practices that educators could incorporate into their teaching methods that would give students a greater sense of control over learning outcomes and make learning math more relevant to the interests of students. One of these would involve replacing the rote memorization of mathematical formulas—a practice sometimes called the “drill and kill” method—with learning activities designed to encourage a deeper understanding of math concepts. For example, the teacher might ask students to break down the properties of a math theorem or formula and offer their reasoning for each step.

Try to connect math concepts to the interests and experiences of the students

Studies suggest that helping students make connections between math and the real world can enhance their sense of having control over their learning and increase their interest in math, which will reduce their anxiety over this subject. Real-world applications of math can reinforce a student’s understanding of math concepts taught in class.

Teachers should give students the opportunity to work on math problems in groups

Mason researchers say another way to reduce math anxiety is to have students work in groups. Referred to as “think, pair, and share,” this practice gives students the opportunity to see that their classmates may be experiencing similar challenges in understanding math and recognize that they are not alone in their struggles. This could reduce math anxiety and help students feel more comfortable with asking questions of their peers and the teacher without feeling ashamed or embarrassed when they don’t understand something. Working with peers also allows students to feel a greater sense of accomplishment when they are finally able to master a math concept and receive positive recognition from their classmates for doing so.

Make sure student learning stays on track by doing formative assessments

Formative assessments can help the teacher evaluate the progress students are making in understanding math topics which are covered in class. For example, teachers could give students a “low stakes” ungraded quiz in which they are asked to explain in their own words, those math concepts which they found confusing and why. Not only will this allow teachers to gauge a student’s comprehension of math principles being taught, but it will provide students the opportunity to do a self-assessment of their own math knowledge.

Reduce the fear of test-taking by encouraging students to express concerns and showcase knowledge

Many educational psychologists believe that by simply giving students an opportunity to vocalize their fears and concerns, this itself can reduce student anxiety. Once students realize that they are not alone in their fears, this knowledge gives them comfort, and allows them to feel more open to express what they are thinking, thereby alleviating anxiety, and allowing them to focus more on math. Furthermore, teachers can reduce a student’s anxiety about a math exam by reframing it as an opportunity for the student to demonstrate what they know rather than what they don’t know about math. In this way, teachers can shift the mindset of students away from fears of doing poorly on the test and instead direct it toward achieving mastery of mathematics.

To learn more about mathematics anxiety in students, read this article by Mason faculty. The Educational Psychology program in Mason’s School of Education offers degree programs that address the principles of learning, cognition, and motivation in the area of education.