Mathematics Anxiety: Definition, Prevention, Reversal Strategies and School Setting Inclusion

Abstract

Given that school mathematics is still viewed by many students as a difficult school subject, which generates patterns of aversion and fear among students and a high rate of retention, different studies have identified patterns of behaviors called “mathematics anxiety.” The present chapter intends to offer an updated overview of the conceptual, behavioral, and intervention aspects regarding anxiety to mathematics, as well as to point out the possibilities of future investigations. In this chapter, mathematics anxiety is defined as a set of physiological, cognitive, and behavioral reactions in situations in which a good performance in mathematics is expected. In addition to this standard definition, an operational definition of mathematics anxiety will be presented, some methodological and cultural aspects that are at the root of this phenomenon will be addressed, and mathematics anxiety will be differentiated from two other math learning disorders (developmental dyscalculia and acalculia). Information about gender differences, neurobiological basis, career choice, the relationship between mathematics anxiety and generalized anxiety, and mathematics anxiety and performance in discipline and testing will be added. Finally, we intend to present strategies to identify mathematical anxiety in elementary and secondary school students, as well as strategies for the prevention and reversal of anxiety in mathematics. These discussions will be based on data obtained through instruments (scales, surveys) that we developed to investigate the Brazilian population of students, as well as a comparative analysis of the international literature.