Interventions to address mathematics anxiety: An overview and recommendations

Mathematics anxiety (MA) is a negative cognitive-emotional response to mathematics (maths) or numbers associated with tense and anxious feelings that hinder the ability to manipulate numbers and solve mathematical problems. Maths anxious individuals often show poor performance when solving maths problem, but not on other cognitive tasks. We draw together empirical evidence from attempts to reduce MA, synthesising the literature and capturing a wide range of studies. Recent work has focussed on functional strategies that may encourage more positive perceptions of maths by reducing anxiety as well as improving attainment. A range of approaches have been implemented to target specific factors that previous research has identified as being implicated in MA, with varying success. These factors include cognitive and emotional processes, negative appraisal and self-concept, self-regulation and metacognition, and a lack of maths proficiency. Targeted strategies have also implicated self-concept, self-efficacy, and attitudes more generally related to maths. Those strategies that appear to be most effective in addressing MA are those that facilitate cognitive control, with an emphasis on attentional processes and emotion regulation. In the main, these studies provide support for the debilitating anxiety model, although recent work also supports an interpretation account of MA and may pave the way for more novel, cognitive-based interventions. Whilst neurophysiological studies offer insight into our understanding of MA, we recommend a move away from potential strategies that are resource-intensive. We propose the need for targeted strategies that are time and cost-effective, especially those that lend themselves to a range of educational contexts, such as home and virtual learning environments. To minimise avoidance, it is important that academic settings are inviting and encourage participation in maths learners. Pedagogical strategies that include a degree of co-construction may also encourage engagement and enjoyment, highlighting the relevance of maths.