The Effect of Maths Anxiety on Maths Learning
Gianni Alberto Lanfaloni, Massimo Piccirilli, Silvia Ilicini, Patrizia D’Alessandro, Sandro Elisei
Maths anxiety (MA) is widely considered a factor that can hinder maths learning. However, it is known that some pupils, despite having a high level of MA, manage to achieve adequate mathematical performance. The study involved pupils who were followed in their first year of secondary school. The Abbreviated Math Anxiety Scale (AMAS) questionnaire was initially used to identify pupils with high levels of MA; at the end of the year, these pupils were identified based on their attainment of the minimum levels of competence required by the school curriculum. The results suggest that MA, even when elevated, does not necessarily impede the acquisition of mathematical skills. Compared to their peers who do not acquire the expected skills, pupils who, despite having high MA, achieve an adequate performance in maths present the same considerable fear of judgement but a significantly higher interest in studying mathematics. The interpretation that each pupil provides of their own state of anxiety when faced with difficulties seems relevant: it is likely that interest in studying mathematics can counterbalance the fear of an unwanted judgment. Results highlight the need to adopt a teaching approach that considers individual differences in the management of emotions.
Keywords
Maths anxiety, AMAS, Maths achievement, Maths learning, Adolescence, Secondary school pupils.