Math Anxiety Among University Students

Math anxiety “is a condition in which students experience negative reactions to

mathematical concepts (i.e., numbers) and evaluation procedures (i.e., testing)” (Cates &

Rhymer, 2003, p. 23). Malinsky, Ross, Pannels & McJunkin (2006) offer another definition

of math anxiety given in a study by Stephen G. Krantz, “Math anxiety is an inability by an

otherwise intelligent person to cope with quantification, and more generally, mathematics”

(p. 274). Thilmany (2009), sites a study conducted by the University Granada in Spain, which

reveals 60 % of all university students show evidence of math anxiety (p. 11). Math anxiety

is a real problem and its effect on humankind has been the topic of an enormous amount of

research for many years (Malinsky et al., 2006, p. 274). This research has shown math

anxiety produces both emotional and physical symptoms within the sufferer

Math anxiety manifests itself in a variety of ways ranging from mild feeling of

nervousness to more extreme physical symptoms when taking a test. Perry (2004) asserts

approximately 85% of his introductory math students suffer from mild math anxiety (p. 321).

The mild form may simply cause sweaty palms, edginess or impatience in the learners

attitude (Thilmany, 2009, p. 11). Other students who feel a more extreme form of math

anxiety may display what Malinsky et al. (2006), calls a, “paralysis of thought” (p. 274).

Students suffering from the more extreme form of anxiety often profess to have a firm grasp

on the required concepts but when confronted with a test panic and ultimately fail (Perry,

2004, para. 1).

Obviously either form of anxiety can have wide ranging consequences for the student

and his or her ability to succeed in the classroom. However, Cates & Rhymer (2003) suggest

most research assumes the relationship between math anxiety and performance is small (p.

24). Furthermore, Cates & Rhymer (2006), argue past research has been limited in its

assessment of the anxiety/performance connection because the measures have been too broad
and failed to consider level of learning or types of math on the test (p. 24). Nevertheless, the

research agrees on one thing: math anxiety affects a learner’s performance but to what degree

is still being tested.

As intimated earlier, approximately 60-85 % of students suffer from some form of

math anxiety. The question is whether or not math anxiety is more common in one people

group compared to another or one college major to another. Malinsky et al. (2006) conducted

a study whereby 481 students were given the MARS-R test (pp. 275-276). The MARS-R test

is a 24 question, true or false test, where the students are asked to respond to 12 math myths

(Malinsky et al., 2006, p. 275). Those taking the test included 392 females, 88 males and one

whose gender was not reported. Further, the participants were predominately between the

ages of 19-24 but some were more advanced in years; and most members of the study were

Caucasian (419 out of 481). The bulk of the study group consisted of pre-service elementary

school teachers (279 out of 481) who were preparing for a variety of teaching specialties

(Malinsky et al., 2006, pp. 274-276).

The results of Malinsky et al. (2006) study showed several significant factors

concerning who is more likely to be effected by math anxiety (p. 276). The study concluded;

females are more likely to exhibit symptoms of math anxiety and that older students were

possibly less likely to have math anxiety than those ages 19-24 (Malinsky et al., 2006, p.276).

The study also suggests a significant difference between math/science majors and language

majors based on the MARS-R. Finally, it was concluded that Hispanic students reported

higher levels of math anxiety (Malinsky et al., 2006, p.278).

All research gathered for this essay indicates math anxiety to be more prevalent

among females than males. “At the college level, females reported more mathematics anxiety

than males” (Cates & Rhymer, 2006, p. 24). In a study of 885 first-year college students,

representing 23 different major requiring a compulsory math course, it was found that 47% of
males have some form of math anxiety contrasted with 60% of females (Thilmany, 2009, p.

11). Townsend, Moore, Tuck & Wilton (1998), posit the following theory as to why more

females than males have math anxiety,

“It has been suggested that the higher level of anxiety in female university students
may be a result of their being more self-critical of the anxiety and performance in
mathematics than are males, irrespective of the actual achievement” (Absract, para.
6).

Townsend et al. (1998) further suggests the predominant factor in all math anxiety begins

with a persons “math self-concept” (Abstract, para. 6).

In Townsend et al. (1998) study, students enrolled in an educational psychology

course with a laboratory component involving social statistics, completed two questionnaires

(Abstract, para. 1). The first questionnaire contained 27 questions to help reveal the student’s

general, “attitudes, beliefs and feelings about one’s ability to learn mathematics,” and the

second, consisting of 10 items concerning their anxiety toward mathematics (Townsend et al.,

1998, Method, para. 1-2). These questionnaires were given at the first class and the last class

so as to determine whether an improvement in math self-concept had any impact on math

anxiety. In between the first and last class a variety of educational methods were employed in

an effort to improve the pupil’s math self-concept. The study concluded that working in a

group to solve statistical problems helped to raise the level of math self-concept (Townsend

et al., 1998, Conclusions, para. 2). However, the study also suggested this improvement in

self-concept had little effect on the individuals math anxiety (Townsend et al., 1998,

Abstract, para. 1).

Perry (2004) suggests a university student’s math anxiety begins long before he or she

enters their first-year of college (para. 8). Perry (2004) provides the testimony of a young

student named Jessica, who at an early age was traumatized by an elementary math teacher.

The teacher’s use of humiliation as a means to encourage students to do better at math was,

of course, futile. In the long run it only served to impede Jessica’s mathematical aptitude and
increase her math anxiety level throughout her academic career (para. 8). Standing (2006)

attributes much of university student’s math anxiety on substandard mathematics teachers at

the secondary level. He cites that 60% of, “teacher candidates in Massachusetts failed a

simple test of literacy, communication skills and knowledge of the subject to be taught” (p.

157). One must conclude then mathematics teachers in Massachusetts were unable to pass a

basic math test even though they were preparing for a career in math education. The result of

substandard teachers is that 32 % of all students who reach the tertiary level “cannot multiply

two double-digit numbers” (Standing, 2006, p. 157).

Perry (2004) would agree with Standing’s conclusion and he states, “mathematics

teachers at the K-12 level are to blame for their students poor comprehension” (para. 11). The

basis of his Perry’s conclusion is that secondary teachers focus more on teaching

“computational skills” instead of “mathematical concepts” (Perry, 2004, para. 11). In other

words, the teacher is more concerned about a student getting the right answer on the test than

with the students understanding of why the answer is what it is.

The larger issue at hand, however, is the cyclical nature of the above problem. If the

student at the secondary level receives substandard math education and then chooses a career

in mathematics education then he or she may emulate the teaching model learned earlier in

life. The cycle is thus repeated over and over leading to an overall decline in the educational

systems ability to produce even adequate math teachers. The other side of this coin is that

because math teaching is substandard and the level of math anxiety is high then the number

of people who choose a careers involving mathematics (education or otherwise) dwindles and

society as a whole suffers.

Among university students the level of math anxiety experienced may often influence

the choice of college majors, which in turn has impact on the individuals career choices.

Students who have extreme levels of math anxiety may choose a major not requiring a math
class or in the worst case choose not to complete a degree because it requires a basic math

component. Thilmany (2009) states that researchers “hypothesize that students choose their

field of study in part due to math anxiety” (p. 11). Their level of math anxiety influences the

student’s choice of courses and thus their career choices become limited as well. Because

secondary math education has been inadequate causing math anxiety to be high and thus

causing people to avoid careers in math one must ask, “What can be done to reverse the

cycle?”

The first thing Perry (2004) suggests is for students to stop blaming teachers for their

poor performance in math (para. 13). Secondly, he suggests there is no easy solution to the

problem of math anxiety but that “both student and teacher should have a proactive attitude

towards mathematics education” (Perry, 2004, para. 17). Students must not be afraid to ask

questions and teachers should not see these questions as challenges to their teaching style or

method. Townsend et al. (1998) propose that math education be done more in a cooperative

group setting where students are given the opportunity to learn from peers while at the same

time held accountable for individual work within the group (Conclusions, para. 2).

Math anxiety is a real problem among university students. Although individual

students experience math anxiety in varying degrees of intensity the problem impacts math

performance, self esteem, choice of majors and ultimately choice of careers. Much of the

math anxiety is rooted in substandard educational practices and teachers at the secondary

level. However, students are encouraged to move beyond blaming others for their problems

and begin to proactively seek out help to overcome. Teachers are encouraged to review their

teaching methods and within their planning consider the amount of math anxiety within the

class. In the end students and teachers are encouraged to work together to find solutions.
 References

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anxiety and mathematics performance: An instructional hierarchy perspective.
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