Direct link to report:
https://www.repository.cam.ac.uk/bitstream/handle/1810/29051...

=== Summary of Key Findings ===

o We conducted a literature review into the long-established relationship between maths anxiety and performance (those with higher maths anxiety tend to have poorer maths performance). We conclude that this is likely because anxiety interferes with performance and poorer performance increases anxiety, acting as a vicious circle.

o In our large sample of British children, we investigated the relationship between maths anxiety and developmental dyscalculia. We found that whilst more dyscalculics than typical children met criteria for maths anxiety, the majority of those with maths anxiety had normal performanc.

o In a separate group of Italian children, we participated in research looking at developmental change, gender differences and specificity of maths anxiety. We found that unlike general anxiety, maths anxiety increases with age. The relationship between maths anxiety and performance becomes more specific with age – in younger, but not older, children, this relationship disappears after accounting for general anxiety. See Maths anxiety: Gender differences, developmental change and anxiety specificity for more details.

o We have identified, in our large British sample, anxiety subgroups. These may increase in complexity with age. In our secondary school students, we found that those with anxiety specific to academia (high maths and test anxiety) had poorer performance than those with higher, but less specific, anxiety. We conclude that this may reflect a dual path in anxiety development and maintenance.

o In our smaller subsample of British students, with whom we conducted further testing, we looked at the relationship between various cognitive variables and maths performance. It seems that a myriad of factors are associated with maths performance, but that basic numerical processing is not (unpublished data).

o In another Italian sample, we investigated specific memory subtypes and their relationship with maths anxiety and dyscalculia. Whereas maths anxiety appears to be associated with a deficit in verbal working memory and perhaps also visuospatial working memory, dyscalculia is associated with deficits in visuospatial memory; both short-term and working memory are affected.

o Our qualitative research has shown that children of 9-10 years are able to discuss their experiences and origins of mathematics anxiety. Mathematically anxious children seemed to describe negative events with less contextualisation. They were also more likely to discuss physical sensations in their maths classes and clearly articulated some of the negative consequences of maths anxiety.

=== Conclusions ===

Each of the completed projects within our study further reveals the complex, multifaceted nature of mathematics anxiety. It is likely that mathematics anxiety is not a simple construct with only one cause – rather, it can emerge as a result of multiple predisposing factors including gender, cognitive abilities and general predisposition towards anxiety, rumination or panicking under pressure. This helps to explain why mathematics anxiety is robustly correlated to a small degree with many constructs (e.g. test anxiety, general anxiety and mathematics ability). We have clearly shown that emotional and cognitive mathematics problems dissociate and therefore require different intervention strategies. Our qualitative analysis of structured interviews suggests that children as young as 9 are experts in their own experiences in mathematics and this can be harnessed to further understand the thought processes underlying maths anxiety. This brings us closer to design effective prevention and remediation programs for mathematics anxiety.

=== Recommendations ===

o The 9-item modified Abbreviated Mathematics Anxiety (mAMAS) scale developed by this project proved to be a reliable tool for investigating math anxiety in school context.
o Teachers need to be conscious that individuals' maths anxiety likely affects their mathematics performance.
o Teachers and parents need to be conscious of the fact that their own mathematics anxiety might influence student mathematics anxiety and that gendered stereotypes about mathematics suitability and ability might drive to some degree the gender gap in maths performance.
o Hence, for parents and teachers, tackling their own anxieties and belief systems in mathematics might be the first step to helping their children or students.
o With our research showing that maths anxiety is present from a young age and goes through significant developmental change, we suggest focusing further research on how maths anxiety can be best remediated before any strong link with performance begins to emerge.
o The qualitative part of our research shows that children are able to verbalise the suffering that mathematics anxiety causes them. Our qualitative research also points to several potential causes of maths anxiety that could be focused upon by further research.
o Teacher training should clearly highlight the role of both cognitive and affective factors behind maths learning in schools.
o Policy makers should be conscious that emotional blocks can have substantial impact on learning potential.
o Emotional and cognitive problems require completely different interventions.

I like the part about "for parents and teachers, tackling their own anxieties and belief systems in mathematics might be the first step to helping their children or students," which I think is super important.