TITLE:
Addressing Mathematics Anxiety through Developing Resilience: Building on Self-Determination Theory
AUTHORS:
Sue Johnston-Wilder, Clare Lee, Kate Mackrell
KEYWORDS:
Mathematics Anxiety, Mathematical Resilience, Self-Determination Theory, Mathematical Learning Competence
JOURNAL NAME:
Creative Education,
Vol.12 No.9,
September
24,
2021
ABSTRACT: Mathematics-specific anxiety is anxiety that impedes mathematical thinking and progress, and creates distress for many learners, or at the least a tendency to avoid mathematical thinking. Such anxiety is prevalent. The importance of mathematics to economic recovery is well-established; in order to meet the need for mathematics, the high levels of mathematics anxiety that stand in the way of individual mathematical progress should be addressed.Using a case study involving an adult learner, we use Self-Determination Theory to explain why mathematical resilience is a concept which can work against anxiety and for a positive stance towards mathematics. Work on mathematical resiliencedemonstrates that well-informed, subject-specific interventions can help peoplemanage emotions, including anxiety, and improve progress and uptake inmathematics. We illustrate ways in which the focus of Self-DeterminationTheory on meeting basic psychological needs (autonomy, competence and relatedness), to enhance wellbeing and prevent harm, provides grounding for much good practice in mathematics education and specifically for work in mathematical resilience. The tools of mathematical resilience go beyond what iscurrently proposed in SDT research. We illustrate ways in which these tools can specifically facilitate learners’ emotion regulation, which we propose is integral to mathematical learning competence, leading to greater mathematical wellbeing, learning, and release from mathematics anxiety.