Home / Understand / Myth vs evidence
Understand · Myth vs evidence
Twelve common claims, set against the evidence
Widely held beliefs about mathematics anxiety, what the evidence suggests, and what each means for practice.
Mathematics anxiety only affects low-achieving students
What the evidence suggests
Students with high achievement can also experience significant mathematics anxiety. In some cases, highly capable students report elevated anxiety because they place greater pressure on themselves to succeed.
What this means for practice
Don't assume that confident or high-achieving students are free from anxiety.
Mathematics anxiety and dyscalculia are the same thing
What the evidence suggests
Dyscalculia is a specific learning difficulty involving persistent difficulties with numerical and mathematical concepts. Mathematics anxiety is an emotional response to mathematics. Students may experience one, both, or neither.
What this means for practice
Look beyond performance alone when identifying student needs.
Some people are simply not maths people
What the evidence suggests
Mathematical competence develops through learning opportunities, instruction, practice, and support. Beliefs about fixed ability can contribute to avoidance and anxiety.
What this means for practice
Communicate that mathematical understanding develops over time.
Eliminating challenge will reduce mathematics anxiety
What the evidence suggests
Students need opportunities to experience challenge. Anxiety is more likely when challenge is overwhelming, unpredictable, or unsupported.
What this means for practice
The goal is not to remove challenge but to help students engage with it successfully.
Timed tests are the best way to build fluency
What the evidence suggests
Timed tests may increase anxiety for some students and can interfere with performance. Fluency can be developed through a range of instructional approaches.
What this means for practice
Consider whether speed is necessary for the learning goal.
Mistakes reduce confidence
What the evidence suggests
Mistakes can support learning when they are treated as opportunities for reflection and discussion.
What this means for practice
Focus on how errors are discussed rather than avoiding them.
Mathematics anxiety is just a lack of confidence
What the evidence suggests
Mathematics anxiety involves emotional, cognitive, and physiological responses that can interfere with performance and engagement.
What this means for practice
Supporting students requires more than confidence-building activities alone.
Girls are naturally more anxious about mathematics than boys
What the evidence suggests
Gender differences in mathematics anxiety are influenced by a complex combination of social, cultural, educational, and psychological factors.
What this means for practice
Examine the messages students receive about who belongs and succeeds in mathematics.
If students are anxious, they should avoid difficult mathematics
What the evidence suggests
Avoidance often reinforces anxiety over time. Carefully supported engagement with challenging mathematics can help students develop competence and resilience.
What this means for practice
Provide support for challenge rather than removing challenge altogether.
Mathematics anxiety is caused by poor teaching
What the evidence suggests
Mathematics anxiety develops through multiple pathways, including prior experiences, beliefs, family influences, cultural messages, learning difficulties, and classroom experiences.
What this means for practice
Teachers play an important role, but mathematics anxiety is rarely caused by a single factor.
Students need confidence before they can succeed
What the evidence suggests
Confidence and success often develop together. Successful experiences can strengthen confidence, and confidence can encourage engagement.
What this means for practice
Focus on creating opportunities for students to experience meaningful success.
Mathematics anxiety is inevitable
What the evidence suggests
Although mathematics anxiety is common, classroom environments, instructional practices, and supportive relationships can influence how students experience mathematics.
What this means for practice
Educators can play an important role in fostering positive mathematical experiences.