Who is actually driving? A trans-theoretical view of mathematics anxiety

Abstract

Mathematics anxiety (MA, or maths anxiety, for short) is a phenomenon which, at first glance, seems a simple term, but on closer investigation reveals itself to be a highly complex construct. For this reason, we propose in this paper that a trans-theoretical lens is needed when we look at maths anxiety in high school core maths pupils who are already under considerable pressure for their scholastic level. We integrate cognitive-behavioural theory with positive and social psychology tools, as well as drawing on fields of neuroscience, and STEM (Science, Technology, Engineering and Maths) education within the context of increasingly globalised education, which falls within the so-called 4th Industrial Revolution. We claim that not only pupils with poor maths ability can suffer from MA; average to top pupils can, too. These pupils often fall through the cracks where assessment policies drive pupils too fast but do not teach them to steer. We introduce the motorway model as a metaphor for education systems and propose a policy change that includes cognitive affective self-regulation and Mind-Body Skills strategies (which can be taught). These tools offer solutions alternative to medication, psychotherapy, or extracurricular classes.