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Math anxiety is pervasive in our society, and it is causing problems for students who want to enter a science, technology, engineering and mathematics (STEM) pathway. Recent research has suggested that math anxiety, and not math ability, is a better predictor of performance and perseverance in STEM. Interventions to mitigate this anxiety must get to the root of the problem and provide students tools to help ease these feelings when they come to disrupt performance. Our approach uses techniques from mindfulness and self-compassion, which have been linked to reducing anxiety. We have developed modules that can be used in a math (or science) courses to help students understand the anxiety they face. In this paper we examine one of the interventions used, the pre-exam writing, and how it showed a 75 percent increase in statements of confidence and a doubling of statements of positive feelings over the semester.
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This content will become publicly available on May 13, 2026
Non-linear relationships between math anxiety and performance in digital learning
Mathematics anxiety is a phenomenon characterized by feelings of tension and nervousness towards math (Ashcraft, 2002). Unsurprisingly, it has been extensively documented to be negatively associated with mathematical performance (Ramirez et al., 2018). Research consistently shows that math anxiety impacts cognitive processing abilities and diminishes working memory resources, leading to poorer problem-solving skills and lower achievement in mathematical tasks (Ashcraft & Krause, 2007; Ramirez et al., 2013). It is important to consider students with different math anxiety levels and patterns when creating new math learning interventions, as math anxiety affects how students perceive and learn from mathematical interventions. Recognizing and accommodating the diverse math interventions to math anxiety can help create more effective learning environments. In this dissertation, I will present three studies that examine how math anxiety interplays with math performance and manifests in learning.
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- Award ID(s):
- 2320053
- PAR ID:
- 10599824
- Publisher / Repository:
- https://digital.wpi.edu/show/2f75rd59b
- Date Published:
- Format(s):
- Medium: X
- Institution:
- Worcester Polytechnic Institute
- Sponsoring Org:
- National Science Foundation
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