Underlying factors affecting mathematics anxiety in school children

This presentation reports on a study that investigated mathematics anxiety among school children. Public perception has always seen mathematics as difficult and many students seem to suffer from high levels of anxiety with the subject. Changes to both the methodology of teaching mathematics and the content taught have had limited success in altering this perception or anxiety level. One reason for this limited success may be that underlying factors outside of the classroom environment have not been seriously taken into account. These factors could include parental support, the physical environment, health issues and the advent of technology. This study investigated some of these underlying factors using questionnaires. Queensland students in Years 3, 7 and 8 were investigated along with parents and teachers of Years 3 and 7 students. Correlation tests were utilised, data was cross related between the various groups and areas showing promise of being statistically significant were noted for future follow-up action. The main findings showed that underlying factors contributing to students' anxiety included: parents' own anxieties and the impact of these on their children; home issues including nutrition and tiredness; school transition matters; teacher attitudes and some technology issues. Differences due to the sex of students were also revealed. Areas needing further study are highlighted and recommendations to rectify the problems identified will be made for each stakeholder group