Students may have math anxiety due to a variety of factors, including past negative experiences, pressure to perform, perceived lack of ability, and cultural stereotypes surrounding math.

## Let us take a deeper look now

Math anxiety is a common phenomenon among students of all ages and backgrounds. There are various reasons why students may experience math anxiety. One of the most common factors is past negative experiences with math. If a student has struggled in the subject before, they may approach new math problems with a sense of dread or anxiety. This can exacerbate their difficulties and make math even harder than it already was.

Another factor that may contribute to math anxiety is pressure to perform. Many students feel like they have to achieve perfect scores in math in order to succeed academically, which can put a lot of pressure on them. This pressure can lead to anxiety, which can then interfere with the student’s ability to learn and perform in math.

In addition to these factors, a perceived lack of ability can also contribute to math anxiety. If a student believes that they are not good at math, they may be more likely to struggle with anxiety when faced with math problems. This can become a self-fulfilling prophecy, making it even harder for the student to learn and succeed in math.

Finally, cultural stereotypes surrounding math can also contribute to math anxiety. Girls and women, in particular, may be more likely to experience math anxiety due to stereotypes that suggest that math is a “male” subject, or that girls are not as good at math as boys. These stereotypes can create a sense of insecurity and self-doubt among female students, leading to anxiety and avoidance of math.

As Sharon Salzberg, an American author, teacher of Buddhist meditation practices, and co-founder of the Insight Meditation Society, once said, “Fear is not just a response to danger – it’s a response to what we perceive as danger.” For students experiencing math anxiety, the perceived danger is the math itself.

Interesting facts about math anxiety:

- Math anxiety is a real phenomenon that affects a significant number of students across the world.
- Research suggests that math anxiety is becoming increasingly common, particularly among women and people from underprivileged backgrounds.
- Math anxiety is not always related to overall academic ability. Some students who are otherwise high-achieving may still experience math anxiety.
- Math anxiety can be treated through a variety of methods, including cognitive-behavioral therapy and exposure therapy.
- Math anxiety can have serious consequences for a student’s academic and career prospects if left untreated.

Table: The table shows the percentage of people who experience math anxiety in various countries, according to a 2019 survey conducted by the tutoring service, Chegg.

Country | Percentage |
---|---|

United States | 55% |

Mexico | 68% |

Brazil | 80% |

India | 62% |

China | 61% |

Japan | 62% |

South Korea | 75% |

Germany | 49% |

France | 56% |

UK | 48% |

**Answer in the video**

In this video, Orly Rubinsten discusses the reasons behind math anxiety and suggests some ways to address it. Math anxiety can affect the ability to use working memory, which is essential for solving math problems. The pressure to perform well in math, often exerted by parents and teachers, can also cause anxiety. Relaxation techniques and a growth mindset can help to overcome math anxiety. Teachers and parents should foster playful attitudes towards math, offer sufficient time and space for students to work through problems, and instill positive attitudes and mathematical confidence to inspire students.

## Some additional responses to your inquiry

Negative classroom experiences Research from 2021 explains that negative experiences in the classroom and at home may contribute to math anxiety. For example, if a student has an intimidating math teacher, they may start to fear math class.

## I am sure you will be interested in these topics as well

**What causes math anxiety in students?** Causes include **time pressure, prior bad math experiences, risk of public embarrassment, money issues, imposing authority figures, and the requirements of Common Core standards**.

In this way, **What is the root cause of math anxiety?**

The response is: The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructor’s interest in and enthusiasm for teaching math (Jackson and Leffingwell, 1999). If the teacher has a bad attitude about mathematics, his students most likely will as well.

People also ask, **Who is more likely to have math anxiety?**

In reply to that: The personal and educational consequences of math anxiety are great. Math anxiety affects about 50 percent of the U.S. population and more women than men.

Accordingly, **Why is math so hard for some people?**

Response will be: Because math involves using plenty of multi-step processes to solve problems, being able to master it takes a lot more practice than other subjects. Having to repeat a process over and over again can quickly bore some children and this may make them become impatient with math.

Similarly one may ask, **Why is math anxiety important?**

Response: Having an awareness and understanding of math anxiety is imperative to helping students reach their full potential. Since high math performers can also struggle with high math anxiety, it can easily go unnoticed.

**Do girls have more math anxiety than boys?**

Some research shows girls report more math anxiety than boys, although there is no difference in actual math performance between genders. Math anxiety can impair students’ abilities and persist into adulthood. But experts say teachers and parents can help children develop a more positive math identity. What to Know About STEM Public High Schools.

Consequently, **How do teachers measure math anxiety?**

Answer: In addition to observing students, teachers can use **math anxiety surveys** to check students’ levels of anxiety. Here is an example math anxiety survey used in research. Numerous factors such as socioeconomic status, parental upbringing and attitudes, gender stereotypes, and classroom experiences contribute to math anxiety.

Accordingly, **Is math anxiety a sign of dyscalculia?** Math anxiety is an intense feeling of worry about math, or fear of math. Even kids who have strong math skills can experience math anxiety. **It’s different from dyscalculia**, but the signs can look similar. Math anxiety is more than getting stressed out over a math test.

Beside above, **What is Maths anxiety?**

Response will be: Maths anxiety is defined as a feeling of tension and apprehension that interferes with maths performance ability, the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Our aim was to identify the facilitators and barriers of maths anxiety in university students.

Hereof, **Do high-achieving students experience math anxiety at a young age?**

The response is: **Many** high-achieving students experience math anxiety at a young age — a problem that can follow them throughout their lives, new research at the University of Chicago shows. In a study of first- and second-graders, Sian Beilock, professor in psychology, found that students report worry and fear about doing math as early as first grade.

In this regard, **How can schools help reduce math anxiety?**

Answer to this: Schools, especially higher learning facilities like universities, can help reduce math anxiety by offering a variety of accommodations. You may first want to ensure that all courses are adhering to federal disability standards and making students with learning disabilities feel welcome.

**How does math anxiety affect adolescence?** In the international assessments of the Programme for International Student Assessment (PISA) studies, a majority of adolescents report worry and tension in math classes and when doing math. To understand how math anxiety takes effect, it has to be regarded as a variable within an ensemble of interacting variables.