Maths anxiety in psychology undergraduates: A mixed methods approach to formulating and implementing interventions
MATHEMATICS ANXIETY is defined in the literature as feelings of tension or fear that appear when a person is required to undertake a maths performance task (Ashcraft, 2002) At university level, it can lead to students purposely avoiding subjects or modules that have a high maths content (e.g. Hopko et al. 1998; Llabre Suarez, 1985) and, post university, taking a less than optimum career path (Durrani Tariq, 2012) A number of studies have attempted to reduce maths anxiety in undergraduate students through the use of interventions. Iossi (2007) categorised these under three different headings: curricular, instructional and non instructional strategies. Here we review the literature using Iossi's categorisations. Curricular strategies refer to courses offered by universities that aim to reduce student maths anxiety. Carroll Gill (2012) and Gordon Nicholas (2013) discussed the use of 'mathematics bridging' courses to reintroduce mathematics to new university students, their findings suggesting that such courses can ameliorate some aspects of anxiety. Other research (e.g. Keeley, Zayac Correia, 2008; Maloney Beilock, 2012) supports the use of lectures designed to instruct potentially at risk students on the nature of maths anxiety, and strategies regarding how it can be reduced. In contrast, Wilson (1999a) stated that directly addressing anxiety might increase student discomfort. Also, while curriculum strategies are used in many universities, literature on the success of these interventions is scarce. Hembree (1990) in his meta analysis of the literature, concluded that such interventions were, in fact, not effective in significantly reducing student maths anxiety. Instructional strategies, according to Iossi (2007) derive from the teacher, instead of the general university originated curriculum. These can include manipulationbased interventions, involving students working with some applied, hands on task.