4 Who is Affected by Math Anxiety?
Math anxiety is a widespread phenomenon that affects a diverse population of learners, extending far beyond students who simply struggle with mathematics. It is characterized by feelings of tension, fear or helplessness when engaging in mathematical tasks, and it can interfere with working memory, problem-solving abilities, and academic performance (Beilock & Maloney, 2015).
Contrary to the belief that math anxiety only arises in later school years, research indicates that it can emerge as early as kindergarten. Early contributors include negative emotional experiences during numeracy activities, an overemphasis on speed and correctness, and the influence of adult attitudes. Children may begin to associate math with performance pressure or fear of failure, setting the foundation for long-term anxiety.
In later elementary and middle school years, math anxiety often becomes more visible. This age groups encounters increasingly abstract content, higher-stakes assessments, and more social comparision. Students may begin to internalize beliefs about their mathematical ability, especially if they receive frequent negative feedback or encounter repeated difficulties. Additionally, the rise in metacognitive awareness during this period can increase students’ self-consciousness about their performance, intensifying anxiety.
Multiple studies suggest that girls are more likely to report higher levels of math anxiety than boys, even when achievement levels are similar. This may be due in part to societal stereotypes about gender and math, as well as implicit messages conveyed by parents and educators. Female students may also experience increased pressure to maintain high standards, leading to perfectionism and fear of failure.
Children with specific learning disabilities, such as dyscalculia or ADHD, are particularly vulnerable to math anxiety. These students may experience repeated academic struggles, slower processing speeds, and difficulty with executive functioning tasks, all of which can contribute to heightened emotional responses in math-related contexts. Without targeted academic and emotional supports, these learners often develop negative self-perceptions that reinforce their anxiety.
Interestingly, students who perform well in math are not immune to anxiety. High achievers may experience pressure to maintain top performance, a fear of failure, and a reluctance to take risks or make mistakes. In some cases, math anxiety in these students is masked by continued high performance, but their internal stress can significantly affect their well-being and long-term attitudes toward mathematics.
Adults’ own math anxiety can significantly influence children’s experiences. Parents who lack confidence in their math skills may unintentionally pass on anxiety through negative comments or avoidance of math-related tasks. Similarly, teachers who are uncomfortable teaching math may rely heavily on rote instruction, avoid conceptual discussions, or transmit unease to students through verbal and non-verbal cues.
Math anxiety is not limited to a specific group of learners. It can affect students across the performance spectrum, from early childhood through adolescence, and is shaped by individual, social, and environmental factors. Acknowledging the breadth of those affected, especially high-achievers, young learners, and students with learning differences, is essential for designing inclusive, supportive learning environments. Furthermore, addressing math anxiety among educators and parents is a critical step in breaking the cycle of math avoidance and low confidence.
