Exploring primary teachers' understanding and support of children with Mathematics Anxiety.

This study examines primary school teachers' understanding of mathematics anxiety (MA)—defined as feelings of tension and anxiety that interfere with math performance—and how they support children experiencing it. Interviews with eleven primary teachers in South-West England revealed generally low awareness and limited understanding of MA, particularly regarding how teachers' own attitudes and anxieties may influence pupils' MA. Teachers identified behaviors such as avoidance, negative self-talk, and emotional distress in children with MA and employed strategies focused mainly on emotional support (e.g., promoting a growth mindset, calming techniques) and adapting math instruction (e.g., differentiation, use of resources). The study highlights the need for enhanced teacher training to deepen understanding of MA's causes and effects, including teachers' own role, and to develop targeted interventions to better support children's emotional regulation and math learning.