Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Buckley, Sarah, Reid, Kate, Goos, Merrilyn, Lipp, Ottmar V. and Thomson, Sue (2016) Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60 2: 157-170. doi:10.1177/0004944116653000


Author Buckley, Sarah
Reid, Kate
Goos, Merrilyn
Lipp, Ottmar V.
Thomson, Sue
Title Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience
Journal name Australian Journal of Education   Check publisher's open access policy
ISSN 0004-9441
2050-5884
Publication date 2016
Year available 2016
Sub-type Article (original research)
DOI 10.1177/0004944116653000
Open Access Status Not Open Access
Volume 60
Issue 2
Start page 157
End page 170
Total pages 14
Place of publication London, United Kingdom
Publisher Sage
Collection year 2017
Language eng
Abstract Mathematics anxiety is a significant barrier to mathematical learning. In this article, we propose that state or on-task mathematics anxiety impacts on performance, while trait mathematics anxiety leads to the avoidance of courses and careers involving mathematics. We also demonstrate that integrating perspectives from education, psychology and neuroscience contributes to a greater understanding of mathematics anxiety in its state and trait forms. Research from cognitive psychology and neuroscience illustrates the effect of state mathematics anxiety on performance and research from cognitive, social and clinical psychology, and education can be used to conceptualise the origins of trait mathematics anxiety and its impact on avoidant behaviour. We also show that using this transdisciplinary framework to consider state and trait mathematics anxiety separately makes it possible to identify strategies to reduce the negative effects of mathematics anxiety. Implementation of these strategies among particularly vulnerable groups, such as pre-service teachers, could be beneficial.
Keyword Mathematics anxiety
Mathematics attitudes
Mathematics achievement
Neuroscience
Cognitive psychology
Intervention
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
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Created: Mon, 25 Jul 2016, 11:02:13 EST by Susan Moule on behalf of School of Education