Exploring teachers’ perspectives on mathematics anxiety : practices and support needs across Europe.

Abstract

Mathematics anxiety (MA) is a widespread phenomenon that affects students’ engagement, well-being, performance, and future careers. This study explores how primary and secondary school teachers across five European countries notice and respond to students’ MA and are supported in this matter. Using a mixed-methods approach combining questionnaires and focus group interviews, data were collected from 154 teachers to explore teachers’ noticing of mathematics anxiety, the strategies they use to address it, and the support they receive and need. A key contribution of the study is the identification of three converging patterns across the five country cases: teachers recognized MA in highly similar ways, relied largely on intuitive and experience-based strategies, and reported a shared lack of systematic school-level support. The findings point to the need for further research on how teachers manage MA in classroom practice, including collaboration with parents and specialized staff, and on how teaching cultures shape the identification and alleviation of MA across countries. Further, our findings suggest the need for a comprehensive and context-sensitive professional development that supports teachers in recognizing and addressing MA across educational systems. Suggestions for practice are made that policymakers can address by developing measures for schools, teacher education and teaching professional development programs to adopt.