A Generation of Maths Anxiety
Just over 20 years ago, fresh out of university, I was an idealistic teacher with idealised views on how any pupil, with the right teaching and support, could achieve a respectable grade in GCSE maths. Little did I know the reality of the challenges many of these pupils are made to face, due to the system which is not fit for purpose.
Maths anxiety is a growing concern among teenagers. Why is such a core and crucial subject causing disproportionate levels of stress and anxiety? This impacts other areas of daily life as well as general levels of confidence. Students often feel immense pressure to excel in maths, leading to fear of failure and heightened anxiety. This is a self-fulfilling cycle as the anxiety causes areas of the brain to “shut down”, leaving pupils unable to perform and showcase their true abilities.
Unsurprisingly, students are expected to achieve a minimum level of mathematics (a Grade 4 at GCSE) in order to pursue further academic studies. But what happens when this minimum standard is not reached? Pupils are caught in a soul destroying cycle of retakes, made to continue lessons and exams in a subject they do not like or enjoy whilst classmates have moved on to more exciting pursuits in A-Levels they genuinely enjoy. Worse still, statistically, pupils who retake are even less likely to pass than those who are sitting for the first time. Surely, a pass at GCSE maths should not be so unachievable for pupils who commit a reasonable amount of time and energy towards learning the subject. But with heightened stakes, anxiety is also heightened and the cycle of underachievement continues.
A critical factor contributing to maths anxiety is the way maths is often taught. Due to time and resource constraints, many educators focus on teaching rules and formulas without ensuring that students understand the underlying concepts. Maths is a beautiful subject with great strength behind the sound logic behind it. However in many classrooms across the country, students are asked to memorise ‘laws’ or ‘rules’ without grasping the "why" behind them. This means they then feel lost when faced with new problems as they cannot apply their knowledge due to a lack of true understanding.This lack of understanding breeds frustration and self-doubt, increasing anxiety around maths.
Additionally, societal perceptions that label mathematics as a “difficult” subject further discourages students from engaging with it positively. The fear of being judged for not knowing the answers can create a significant barrier to participation and learning.
There are no easy answers but the questions certainly need to be asked as a start. Why is maths anxiety on the rise? What can we do to help these teenagers break the cycle of underachievement? Can mathematics teaching be repositioned so that the value and beauty of this subject is realised?