Addressing Mathematics Anxiety through Developing Resilience: Building on Self-Determination Theory

Abstract

Mathematics-specific anxiety is anxiety that impedes mathematical thinking and progress, and creates distress for many learners, or at the least a tendency to avoid mathematical thinking. Such anxiety is prevalent. The importance of mathematics to economic recovery is well-established; in order to meet the need for mathematics, the high levels of mathematics anxiety that stand in the way of individual mathematical progress should be addressed. Using a case study involving an adult learner, we use Self-Determination Theory to explain why mathematical resilience is a concept which can work against anxiety and for a positive stance towards mathematics. Work on mathematical resilience demonstrates that well-informed, subject-specific interventions can help people manage emotions, including anxiety, and improve progress and uptake in mathematics. We illustrate ways in which the focus of Self-Determination Theory on meeting basic psychological needs (autonomy, competence and relatedness), to enhance wellbeing and prevent harm, provides grounding for much good practice in mathematics education and specifically for work in mathematical resilience. The tools of mathematical resilience go beyond what is currently proposed in SDT research. We illustrate ways in which these tools can specifically facilitate learners' emotion regulation, which we propose is integral to mathematical learning competence, leading to greater mathematical wellbeing, learning, and release from mathematics anxiety.

Addressing Mathematics Anxiety: A Case Study in a High School in Brazil

“…Psychological safety is relatively well-established in work environments (Edmondson, 1999) but not yet in education and is a vital and effective concept in avoiding further harm to students who have developed mathematics anxiety. The tools have been previously shown to promote understanding and communication (see for example : Baker, 2021;Johnston-Wilder et al, 2021) when learners are feeling unsafe in mathematics classes and this study adds to this evidence.…”

“…Group work is one way to increase relatedness and community in teaching and learning mathematics (Koçak et al, 2009). Also, the hand model of the brain (HMB) (Siegel, 2010) and the relaxation response (Benson, 1983) are useful tools in developing anxiety-informed mathematics teaching and building Mathematical Resilience (Johnston-Wilder et al, 2021). The former is a tool to recognize when emotional distress is impacting learning and the latter is to manage emotional distress.…”

“…The former is a tool to recognize when emotional distress is impacting learning and the latter is to manage emotional distress. Siegel's HMB (see Figure 2) can be introduced to help to explain to the students, in an easy and accessible way based on neuroscience, why MA may lead to temporary feelings of stupidity due to panic, distress or self-defense response when facing math tests or math challenges (Johnston-Wilder et al, 2021). It is suggested that these tools be used once the students are familiar with the concept of the GZM.…”

La resiliencia matemática en estudiantes de un bachillerato rural

“…En este sentido, se han generado numerosas investigaciones que dan evidencia sobre la actitud negativa que asumen los individuos cuando se habla de matemática, porque les provoca ansiedad. La ansiedad matemática impide el pensamiento y progreso matemático (Johnston-Wilder et al, 2021) por lo que se ha convertido en un problema grave de salud mental en el mundo. Richardson y Suinn (1972) definieron la ansiedad matemática como sentimientos de tensión o incomodidad que impiden la capacidad del individuo para manipular números y resolver problemas matemáticos.…”

A Meta-analysis on the Impact of Intervention on Mathematics Anxiety among (Young) Adults

“…Additionally, a formal set of criteria to assess high mathematics anxiety levels has not yet been defined [10], and construct validity may vary across age [5,11]. However, prevalence estimates report high levels of mathematics anxiety among the 2%-6% of secondary students [12], 30%-68% among young adults [13,14], 11% among university students [15], and recent epidemiological models predicted that 70% of undergraduate students would suffer from high mathematics anxiety levels in the next few years [16].…”