Analysis: A tension and anxiety around numbers and maths problems can have far-reaching impacts on an individual and society
By Orla McCullagh, Olivia Fitzmaurice, University of Limerick and Maria Ryan, Mary Immaculate College
Have you ever felt anxious when working out how to split a bill in a restaurant between 11 people while your friends helpfully shout numbers at you? Or do you still wake up in a sweat from that dream where you are about to sit Leaving Certificate Maths Paper 1 and don't have your calculator?
Perhaps a fear of mathematics has had a more dramatic effect on your life. Do you still think wistfully about how you wanted to be an engineer but didn’t apply because you thought the maths would be too hard?
Maybe what you’ve been experiencing is mathematics anxiety. This is a phenomenon described as a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Studies into this form of anxiety recognise that achievements (and non-achievements) in maths can be attributed to factors other than intellectual. They identify that many issues around maths in education can be attitudinal. Moreover, maths anxiety is a phenomenon which has been shown to have far-reaching impacts on an individual and society, most significantly as a potential inhibitor of career and education opportunities.
From TED-Ed, Orly Rubinsten on why people get so anxious about maths
Studies of mathematics anxiety date back to 1954, when a teacher used the term mathemaphobia to describe the phenomenon. Recent studies have analysed the neurophysiological relationship between maths anxiety and emotional states using an electroencephalogram (EEG) analysis. By monitoring brain activity before and during mathematical tasks, they found that people who have high levels of maths anxiety respond to numbers in the same way as to a threat. Importantly, several studies have shown that high levels of maths anxiety inhibit cognitive processes, making it harder to do well at mathematical tasks including exams.
Maths anxiety has also been implicated in the low numbers of women in Science, Technology, Engineering, and Mathematics (STEM) programmes and careers. One study describes low maths self-efficacy, rather than ability, as an early leak in the gender pipeline to STEM. Self-efficacy can be understood as a personal judgement of your capabilities to complete particular tasks successfully. Statistics have shown gender parity in mathematical performance up to the end of secondary education. But while prior attainment positively impacts male mathematics self-efficacy, other attitudinal factors such as the influence of teachers and parents have more influence on females' mathematics self-efficacy.
This is also relevant for business studies students. On open days and information sessions for students selecting their business major specialism, I have come to dread the question "is there any maths in that?" At first, I thought it was a manifestation of the cultural acceptability to humblebrag one’s ineptness at maths. Over time, though, I was left wondering why capable, bright students would allow the presence of mathematics to influence their choice of study and ultimately, their career.
From Han Zhango, what I learned after 7,500 hours of studying maths
While the broad business discipline is outside the traditional field of STEM subjects, we are currently seeing the rapid adoption of artificial intelligence, machine learning and data science in all aspects of business. Business curricula are being redesigned to include greater data literacy and analytics learning outcomes. This increasingly data-centric business world reduces career opportunities where avoiding maths is feasible.
Our study set out to examine the prevalence of maths anxiety in undergraduate business studies students and if it influences subject selection. We found that female students reported much higher levels of maths anxiety than their male peers, even when they had performed well in their Leaving Certificate mathematics. This gender disparity in mathematics anxiety has been previously observed in previous global studies.
A real concern is that students who reported high levels of mathematics anxiety self-selected into majors with perceived lower mathematical difficulty. This suggests that these students have deployed an avoidance strategy to reduce exposure to mathematics.
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From RTÉ Radio 1's Drivetime, Dr. Aoibhinn Ní Shúilleabháin on maths anxiety
The rise of AI, machine learning and data science has created growing excitement and much debate about its potential to revolutionise all aspects of business. Low female participation in innovative and decision-making roles in business has huge implications for society and demands a multi-faceted response.
Soft-power interventions are important such as the increased visibility of female leaders in traditional male-dominated roles such as tech entrepreneurs, financial market traders, economists and Chief Financial Officers. Changes to teaching and assessment of maths content are required, including a reduced emphasis on speed.
We need to cultivate a learning environment where mistakes are opportunities for reflection and learning, thereby building resilience and self-efficacy. Enhanced self-efficacy has been shown to reduce the prevalence of mathematics anxiety. Using the results from this study, the next steps are the design and testing of interventions and supports for students with mathematics anxiety, to enable our students to consider all pathways and become the business leaders of the future.
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Dr Orla McCullagh is a Lecturer in Risk Management and Insurance in the Dept. Of Accounting & Finance at the Kemmy Business School at the University of Limerick. Dr Maria Ryan is a Lecturer in Business at Mary Immaculate College, Thurles. Dr Olivia Fitzmaurice is a Senior Lecturer in Mathematics Education in the School of Eduction and Director of the Maths Learning Centre at the University of Limerick.
The views expressed here are those of the author and do not represent or reflect the views of RTÉ
