The resources on this page can support you in learning more about maths anxiety.
Who is afraid of math? What is math anxiety? And what can you do about it?
“Mathematics is a necessary skill that people use throughout their lives, such as when they travel, use money, or keep track of time. Therefore, mathematics is an important skill to learn at school. Unfortunately, many children and adults feel stressed and anxious when they have to do math.”
Research-Based Solutions to Address Math Anxiety
“We know that many students experience math anxiety first-hand: that feeling of fear, apprehension, and helplessness when tackling a math problem…it seems that parents can do more to help their children’s math scores by changing their own attitudes and feelings around the subject.”
The following are publications by members of the Mathematics Anxiety Research Group:
Hunt, T. E., & Sari, M. (2019). An English version of the Mathematics Teaching Anxiety Scale. International Journal of Assessment Tools in Education.
Hunt, T. E., Bagdasar, O., Sheffield, D., & Schofield, M. (2019). Assessing domain specificity in the measurement of mathematics calculation anxiety. Education Research International.
Petronzi, D., Staples, P., Sheffield, D., & Hunt, T.E. (2019). Acquisition, development and maintenance of maths anxiety in young children. In I. Mammarella., S. Caviola., & A. Dowker (Eds), Mathematics Anxiety. London: Routledge.
Petronzi, D., Staples, P., Sheffield, D., Hunt, T.E., & Fitton-Wilde, S. (2018). Further development of the children’s mathematics anxiety scale UK (CMAS-UK) for ages 4-7 years. Educational Studies in Mathematics.
Petronzi, D., Staples, P., Sheffield, D., Hunt, T. E., & Fitton-Wilde, S. (2017). Numeracy apprehension in young children: Insights from children aged 4-7 years and primary care providers. Psychology and Education, 54, 1-26.
Hunt, T. E., Bhardwa, J., & Sheffield, D. (2017). Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K primary school children. Learning and Individual Differences, 57, 129-132.
Hunt, T. E., & Sandhu, K. (2017). Endogenous and exogenous time pressure: Interactions with mathematics anxiety in explaining arithmetic performance. International Journal of Educational Research, 82, 91-98.
Hunt, T. E., Clark-Carter, D., & Sheffield, D. (2014). Exploring the relationship between mathematics anxiety and performance: The role of intrusive thoughts. Journal of Education, Psychology and Social Sciences, 2, 69-75.
Hunt, T. E., Sheffield, D., & Clark-Carter, D. (2014). Exploring the relationship between mathematics anxiety and performance: An eye-tracking approach. Applied Cognitive Psychology, 29, 2, 226-231.
Richardson, M., Hunt, T. E., & Richardson, C. (2014). Children’s construction task performance and spatial ability: Controlling task complexity and predicting mathematics performance. Perceptual & Motor Skills, 119, 741-757.
Hunt, T. E., Clark-Carter-D., & Sheffield, D (2011). The development and part validation of a U.K. scale for mathematics anxiety. Journal of Psychoeducational Assessment, 29, 455-466.
Sheffield, D., & Hunt, T.E. (2007). How does anxiety influence maths performance and what can we do about it? Mathematics Statistics and Operations Research Connections, 6 (4), 19-23.
The following downloads can support you with your own research: