Teachers say maths anxiety is the top obstacle to learning, survey reveals

Published

  • Three-fifths of teachers believe maths anxiety is the biggest obstacle to learning maths
  • Half say girls’ desire to avoid mistakes undermines their progress 
  • A third say differing parental expectations hamper girls 

14 October 2024 - Maths anxiety among all students emerged as the top obstacle to learning and half of teachers believe girls’ overly cautious approach is holding them back, according to a new report by GL Assessment.

The survey of 1,088 UK teachers was commissioned to understand more about the challenges teachers face with maths anxiety and curriculum pressures. The study also highlights persistent challenges in addressing maths anxiety and gender bias in the classroom.

Maths anxiety among all students emerged as the top obstacle to learning, cited by 59% of teachers. This was closely followed by lack of support at home (52%) and insufficient additional support in the classroom (34%). The survey also found that 50% of teachers believe girls advance more slowly in maths because they work too cautiously to avoid mistakes. Only 5% think the same of boys.

The gender divide in maths education extends beyond caution. Teachers attributed girls' lower confidence in maths to several factors, including prejudices and stereotypes about the subject (50%), differing parental expectations (31%), and an approach to learning that was more suited to other subjects (25%). Peer disapproval was also noted as a factor by 22% of respondents.

Crispin Chatterton, Director of Education at Renaissance, incorporating GL Assessment, explained: "Maths anxiety is an extremely common and incredibly persistent phenomenon. Teachers tell me that it's so persistent, children routinely claim it's passed down through the generations, like some baleful family legacy."

The survey also revealed challenges within the maths curriculum itself. Nearly three-quarters (72%) of teachers agree that they find it difficult to cover the content in the expected time, and a similar proportion (74%) believe the government should update the primary school maths curriculum to make it more relevant.

The results follow recent research from the Education Policy Institute and Renaissance (the parent company of GL Assessment) which showed that the Covid-19 pandemic has disproportionately affected girls' maths attainment, particularly at the primary level. When asked about this trend, teachers cited greater anxiety and stress levels among girls (44%), less confidence in maths abilities (37%), and less parental support compared to other subjects (37%) as key factors.

Other issues cited as affecting girls' maths performance included the greater impact of social isolation (21%), increased screen time (20%), fewer opportunities for collaborative problem-solving (19%), and greater household responsibilities for girls during lockdowns (18%).

Despite these challenges, the survey revealed that most teachers feel confident in their ability to teach maths. Four in five (80%) feel confident teaching all the maths concepts expected of them. 

The survey also suggests a need for early intervention. By a margin of 2:1 (56% vs 25%), teachers believe it's important to assess children in Years 1 and 2 to identify their maths strengths and weaknesses.

Chatterton emphasised the importance of addressing these issues: "No one measure, nor strategy, can hope to completely counter such deep-seated and widespread concerns, but targeted interventions and support, along with improved teacher skills and expertise, can make a significant difference.

“As the UK continues to place a high value on mathematics skills in the job market and higher education, addressing these gender disparities and anxiety issues becomes increasingly crucial. This report suggests that a combination of curriculum updates, early assessment, targeted interventions, and ongoing teacher support could pave the way for more equitable and effective maths education for all students, regardless of gender.”

Careful Calculation: Addressing maths anxiety in the classroom is available as a free download from reports.gl-assessment.co.uk/careful-calculation. The report provides teachers with insights and tools to tackle the persistent issues in maths education.

Ends

The GL Assessment survey was carried out by YouGov among a nationally representative sample of 1,088 teachers across the UK online between 15 – 27 August 2024. Not all results add up to 100% because of rounding.

About GL Assessment

GL Assessment, part of Renaissance, is a leading provider of formative assessments to schools and school groups in the UK and in over 100 countries worldwide. It provides assessments that help to reveal students' potential, track their progress, and identify any barriers to learning they might have. www.gl-assessment.co.uk 

Formore information please contact:

Mark Cooper, Gerard Kelly & Partners, 0203 763 2703 / 07879 407 283