Reduce math anxiety by addressing the anxiety rather than training math alone¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 mixed) · 3 studies (1 causal, 1 quant-synthesis, 1 associational), q3–q4 · 3 of 3 report an effect size · 3 claims rest on one study

Description¶

The article recommends that techniques for reducing the link between math anxiety and poor performance often "involve addressing the anxiety rather than training math itself" (Maloney & Beilock, cited). It also notes effective instruction for struggling learners includes instructional explicitness, a strong conceptual basis, cumulative review and practice, and motivators to maintain interest and engagement.

Design Implications¶

Context¶

Requirements¶

• Instruction for struggling mathematics learners should combine anxiety-focused methods with explicit, conceptually strong teaching

Constraints¶

• The article cites these methods from prior work rather than testing them in this study

Target Learners¶

• elementary students with math anxiety, including students with math learning difficulties

Target Learning Goals¶

• mathematics achievement; reducing math anxiety

Claims¶

• Math anxiety correlates strongly and negatively with mathematics achievement among third graders [+W]
• Math anxiety predicts mathematics achievement in linear regression (R2=.357) [+W]
• Early identification and treatment of math anxiety is important because early anxieties can snowball into avoidance of mathematics [+W]
• Brief expressive writing before an exam can raise test-anxious students' scores, but across the wider literature its effect on test performance is negligible [~M]

Related Strategies¶

• Reducing Test Anxiety
• Reduce math anxiety in children with DD by improving math achievement early through targeted interventions
• Design interventions that address mathematical and motivational/socioemotional dimensions concurrently

Examples¶

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Key Sources¶

• Yılmaz Mutlu. (2019). Math Anxiety in Students With and Without Math Learning Difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475. https://doi.org/10.26822/iejee.2019553343