Speaker: Dr Abigail Agyemang (º£½ÇÉçÇø)
Talk title: Understanding mathematics anxiety in English state-educated secondary school children: A mixed-methods investigation of quantitative predictors, qualitative experiences, and the role of artificial intelligence
Abstract: Mathematics or Maths anxiety (MA) refers to feelings of worry, tension, or fear associated with learning, engaging with, or completing mathematical tasks. Evidence suggests that typically, MA is stronger in women and girls compared to men and boys despite similar academic performance and may be higher for adolescents from lower socioeconomic-status (SES) backgrounds. However, comparatively little is known about the predictors and lived experiences of MA among these populations in secondary school students in England who are least likely to pursue Science, Technology, Engineering and Mathematics (STEM) careers, or about how emerging artificial intelligence (AI) technologies might responsibly support students who experience MA.
Drawing on my PhD research, this talk presents three integrated studies involving students attending state-secondary schools in England: a survey of 119 students aged 12–18, semi-structured interviews with 12 participants, and a narrative review of AI-supported approaches to identifying and supporting MA. Hierarchical regression in Study 1 identified maths performance, maths self-concept, and general anxiety as significant predictors of MA. Girls reported significantly higher MA and lower maths self-concept than boys, despite comparable performance. Thematic analysis of interviews in Study 2 identified five key themes: 1) Students’ orientations towards maths; 2) Teacher influence and relationships; 3) Classroom and institutional environments; 4) Assessment and pressure to perform; and 5) Support systems beyond teachers and coping strategies. Study 3 showed that AI may offer opportunities for personalised explanations, adaptive feedback, private practice, and additional support for students experiencing MA. However, it also highlighted the limitations of interpreting maths performance data, student hesitation, or reduced engagement in maths as direct indicators of MA.
Collectively, these findings highlight the importance of addressing confidence and emotional experiences alongside attainment when supporting students’ educational choices. Strong maths performance may coexist with MA and low confidence in maths. This talk considers how schools and universities might address these barriers, support informed choices about STEM degrees and careers, and use AI responsibly without reinforcing existing inequalities.
