From evidence to a first step

What does the science say?

Students are more likely to engage with challenging mathematics when mistakes are viewed as opportunities for learning rather than signs of failure. Fear of making mistakes can contribute to anxiety and avoidance.

Three things you can try

1. Discuss a productive mistake. Select an incorrect solution and explore the thinking behind it. Focus on what can be learned rather than who was right or wrong.
2. Make thinking visible. Ask students to explain how they approached a problem, even when their answer is incorrect.
3. Model your own mistakes. Show students that errors are a normal part of learning by correcting a mistake during instruction.

Questions to consider

• How do students typically respond when they make mistakes?
• What messages do students receive about errors in my classroom?
• Which students appear most reluctant to share their thinking?

Learn more

• Reflection tool: Error climate
• Interview: Thomas Hunt on mathematics resilience
• Interview: Reinhard Pekrun on achievement emotions

What does the science say?

Assessment is one of the most common triggers of mathematics anxiety. Students are more likely to cope well when they understand expectations and feel prepared.

Three things you can try

1. Clarify success criteria. Discuss what students are expected to know and do before assessment.
2. Include low-stakes practice. Use regular quizzes or practice opportunities that allow students to make mistakes without high consequences.
3. Reflect after assessment. Ask students what strategies helped them and what they would do differently next time.

Questions to consider

• What emotions might students experience before, during, and after assessment?
• Which aspects of assessment create the most pressure?
• How do students talk about assessment in mathematics?

Learn more

• Reflection tool: Assessment climate
• Interview: Sarah Buckley on trait and state anxiety
• Interview: Sara Caviola on interventions

What does the science say?

Students who plan, monitor, and reflect on their learning are often better equipped to manage challenge and persist when tasks become difficult.

Three things you can try

1. Before learning. Ask students: what is your plan for solving this problem?
2. During learning. Ask students: how do you know your strategy is working?
3. After learning. Ask students: what would you do differently next time?

Questions to consider

• What do students do when they become stuck?
• Can students explain their learning strategies?
• How often do students reflect on their learning process?

Learn more

• Reflection tool: Self-regulated learning
• Interview: Sam Fowler on self-regulated learning and anxiety

What does the science say?

Many students avoid participating because they fear making mistakes publicly. Participation structures can influence both learning and anxiety.

Three things you can try

1. Think-pair-share. Allow students time to discuss ideas before sharing publicly.
2. Use mini-whiteboards. Enable all students to respond simultaneously.
3. Invite multiple solutions. Highlight different ways of solving the same problem.

Questions to consider

• Who participates most often?
• Who rarely contributes?
• What opportunities exist for all students to share their thinking?

Learn more

• Reflection tool: Participation and belonging
• Interview: Rebecca Marrone on gender and mathematics anxiety

What does the science say?

Feedback can influence students' confidence, motivation, and willingness to engage with challenge. Effective feedback focuses on learning processes and next steps.

Three things you can try

1. Focus on strategies. Comment on the approaches students use rather than simply whether answers are correct.
2. Provide one next step. Ensure students know what to work on next.
3. Highlight improvement. Draw attention to growth over time.

Questions to consider

• What messages does my feedback communicate about success in mathematics?
• Does feedback increase students' sense of control over learning?
• Do students know what to do next after receiving feedback?

Learn more

• Reflection tool: Feedback language
• Interview: Reinhard Pekrun on Control-Value Theory

What does the science say?

Learning mathematics involves challenge, uncertainty, and occasional failure. Mathematics resilience refers to students' capacity to persist and continue learning when they encounter difficulty.

Three things you can try

1. Normalise challenge. Explicitly discuss that struggle is a natural part of learning mathematics.
2. Ask persistence questions. When students become stuck, ask what they have tried so far.
3. Share learning journeys. Highlight examples of improvement through practice and persistence.

Questions to consider

• How do students respond when they encounter difficulty?
• What support do students use when they become stuck?
• What messages do students receive about challenge and persistence?

Learn more

• Interview: Thomas Hunt on mathematics resilience
• Interview: Flavia Santos on games and engagement

What does the science say?

Mathematics anxiety looks different across classrooms, year levels, and schools. Understanding local experiences is often the first step towards meaningful improvement.

Three things you can try

1. Identify a focus area. For example participation, assessment, or error climate.
2. Gather evidence. Use student reflections, observations, or work samples.
3. Trial one small change. Implement a change for two to four weeks and observe what happens.

Questions to consider

• What evidence do we currently have?
• What assumptions are we making?
• What surprised us?

Learn more

• Reflection tool: All reflection domains
• Interview: Debbie Devis on design-based research