Teachers’ perspectives on mathematics anxiety in upper primary classrooms in Malta

Abstract

Mathematics anxiety is a phenomenon that can notably affect pupils’ dispositions, confidence, and performance in numerical tasks. This research investigates teachers’ perspectives on mathematics anxiety amidst pupils in upper primary classrooms in independent schools in Malta, with the goal of comprehending how teachers understand its manifestations, causes, and influence on learning and teaching methods. This research adopted a qualitative design, consisting of semi-structured interviews involving a purposive sample of upper primary teachers from independent Maltese schools. The collected data was evaluated thematically to determine emerging themes and insights. Findings indicate that educators acknowledge mathematics anxiety as a significant issue that regularly originates from prior negative encounters, societal ideologies of mathematics as difficult, and performance pressure. Educators reported notable signs of anxiety such as avoidance behaviours, lack of confidence, and emotional worry during mathematics lessons. The research also underscores that while educators implement a range of strategies, like differentiated instruction, creating a positive classroom climate, and positive reinforcement, many expressed the lack of sufficient professional development to sustainably address this phenomenon. This research highlights the necessity for more awareness, specific professional development, and curricular reforms to arm teachers with the insights and tools to mitigate mathematics anxiety in upper primary classrooms. Teacher support and preparation can foster positive dispositions towards learning mathematics among upper primary pupils in Malta.