Addressing the global problem of mathematics anxiety: introducing a co-developed CPD programme for mathematics teachers to support students and improve attainment

Mathematics Anxiety (MA) is not a new phenomenon but sadly continues to be a hindrance to many students. Whilst particularly prevalent among non-STEM (Science, Technology, Engineering and Mathematics) students, often due to negative early experiences, STEM students, including mathematicians, also experience MA, commonly linked to test or performance-related stress. Globally, researchers are increasingly investigating strategies to reduce and manage MA. This paper reports a new, co-developed Continuing Professional Development (CPD) programme for teachers that helps support their students with controlling their MA, building mathematical resilience and improving attainment using self-explanations. This paper also presents a case study of one specialist mathematics school who received the training and applied it to their teaching, showing its effectiveness from both the students’ and teachers’ perspectives and the impact on attainment through data collected across two academic years. The teachers valued the training, successfully implementing it into their practice with positive outcomes for their students. Many students reported they had better control and were able to use the self-explanation training effectively to improve attainment. The teachers involved in the study suggest incorporating CPD programmes into both secondary mathematics and primary teacher training courses to provide younger students with a more positive mathematics experience.