Understanding how mathematics anxiety takes root points to ways to overcome it, opening up new opportunities and pastimes
Are you a ‘math person’? If you’re like many people, your first instinct might be to say ‘no’. But few stop to consider why they feel this way about mathematics. While it’s easy to attribute this aversion to a lack of innate ability or a preference for other subjects, a person’s relationship with mathematics is often shaped by past experiences and emotions in subtle ways that they might not fully recognise.
For many, calculating a tip or adding up a grocery bill are routine tasks. For others, these simple activities can provoke an intense, negative emotional response. This reaction, known as math anxiety, is more common than one might think. The Programme for International Student Assessment (PISA), an international study of student achievement, has found that between 30 and 60 per cent of students experience some level of math anxiety.
Those who experience math anxiety often struggle with math performance – they will likely find it more difficult to gain the skills that are important not only for practical tasks, such as budgeting, but as a gateway to possible careers in science, technology, engineering and mathematics (STEM). Yet there is still a question among experts about why math anxiety is linked to lower levels of math achievement.
Two prominent theories attempt to explain it. The reduced competency theory suggests that early struggles with mathematics lead to anxiety about it. Research does indicate, perhaps not surprisingly, that students with a history of poor math performance often harbour negative thoughts, beliefs and feelings about their perceived inadequacy in the subject, which fosters anxiety in mathematics-related situations.
The processing efficiency theory, on the other hand, suggests that math anxiety directly impairs performance by disrupting cognitive resources. The thinking here is that when students with math anxiety approach math tasks, they experience a heightened emotional response, which creates a ‘dual-task’ scenario in which they must both manage their anxiety and solve the math problem. This divided attention reduces their effectiveness in performing such tasks. Research shows that math anxiety affects essential executive functions like working memory, inhibition and mental flexibility – capacities that are critical for recalling facts, performing calculations, and solving word problems.
Math anxiety often leads to strong avoidance behaviours
Both of these theories shed light on the relationship between math anxiety and academic performance, and both seem to account for parts of the problem. But they don’t capture long-term impacts. Math anxiety extends beyond academics, as students who experience this anxiety often become adults who steer clear of mathematics-intensive college courses, careers in STEM fields, and even everyday tasks involving mathematics.
To more fully explain the link between math anxiety and math ability, we have to consider avoidance. Avoidance behaviours are a typical feature of anxiety disorders, such as social anxiety disorder and agoraphobia. For instance, people with social anxiety disorder tend to avoid social situations, either by diverting their attention from them while they are happening or by not participating in social activities altogether. People with agoraphobia will often avoid certain kinds of situations outside the home that cause them distress, such as being in a crowd or an enclosed space.
Much like these other forms of anxiety, math anxiety often leads to strong avoidance behaviours. Avoidance provides temporary relief by allowing individuals to sidestep the source of their discomfort – in this case, mathematics. But by repeatedly avoiding it, they miss opportunities to develop their skills, which widens the gap between their potential ability and their actual performance, reinforcing a cycle of underachievement.
Imagine a teenage student who initially has a genuine interest in mathematics, but who receives a series of low grades. Over time, their relationship with the subject shifts from enthusiasm to anxiety, with each poor grade deepening their feelings of inadequacy. When mathematics arises in class discussions or homework, the student feels increasing tension and self-doubt. This discomfort sets the student on a path defined by a negative feedback loop. As their anxiety around it grows, they engage less with the subject, leading to a weaker grasp of the material and further declines in performance. Each setback strengthens their belief that they are ‘not a math person’.
As this example suggests, early negative experiences that might seem minor at the time – such as not being able to answer a question in class – could have lasting effects. Recognising the early signs of math anxiety and avoidance is essential for breaking the cycle. A student may start to feel stressed or nervous when engaging with mathematics or even when anticipating a task involving math. Physical symptoms, like an elevated heart rate or sweaty palms, might accompany these feelings. For some, the dread begins each time they enter the classroom, making it difficult to absorb new information.
Using behavioural elements from CBT might help address math avoidance directly
As math anxiety intensifies, it often leads to more overt patterns of avoidance. Procrastination is common, as a student delays math homework to avoid the anticipated discomfort. This can mean rushed, incomplete assignments and lower grades, reinforcing their negative feelings about mathematics. In more serious cases, students might skip math classes, drop courses that require mathematics or, in college, change majors to avoid math-intensive fields. For example, a student interested in technical fields might shift from engineering to a discipline with fewer math requirements. In the professional world, a person might even turn down a promotion because it involves managing budgets or interpreting data.
If educators, parents or others can identify and address these patterns early, it could help prevent longer-term constraints on a student’s personal growth, academic success and career opportunities. However, so far interventions to reduce math anxiety have shown only moderate success, leading to limited improvements in anxiety levels and math performance.
One potential approach that might enhance these outcomes is to adapt elements of cognitive behavioural therapy (CBT), a treatment that has been effective for other types of anxiety disorders, both in adults and children. CBT helps people identify and change the negative thought patterns that fuel anxiety, and it incorporates gradual exposure to feared situations to reduce avoidance and increase confidence in facing challenges. Most interventions for math anxiety focus on addressing anxious thoughts and emotions alone. Using behavioural elements from CBT might help address math avoidance directly. While further research is needed to determine how effective such strategies would be, this approach could potentially disrupt the cycle of anxiety and underachievement by treating avoidance as a key behaviour that can be changed.
As scientifically backed approaches to alleviate math anxiety are being developed, those who continue to feel stress or fear about mathematics – whether they are younger students or adults – might try gentle methods to gradually build their sense of self-efficacy. One strategy is to reintroduce mathematics in a ‘safe’ context that allows for working with math concepts at one’s own pace, without pressures like grades or time limits. Starting small – perhaps revisiting foundational concepts or exploring simple math-related puzzles – can make mathematics feel more approachable and even enjoyable. A few minutes of practice each day with manageable math problems can help individuals become more comfortable with mathematics as a routine, low-stress part of life, gradually reducing avoidance and feelings of intimidation over time.
Another useful strategy is to engage with mathematics in real-life contexts that feel meaningful and relevant. This might include budgeting for a small project, or baking, which involves measurements and proportions. By bringing mathematics into familiar, low-stakes situations, where the focus is on practical application and curiosity rather than performance, individuals can build more confidence in their use of it. Over time, these approaches may help reduce the automatic fear response often associated with mathematical tasks.
Although negative emotions toward mathematics, coupled with avoidance behaviours, can create a powerful cycle, that cycle can be broken if the signs of math anxiety are noticed and addressed. Challenging habitual avoidance and gentle re-evaluation of one’s relationship with mathematics could open doors that previously seemed closed. For those willing to approach it with patience and self-compassion, what once felt intimidating might even become a source of satisfaction.
