The Influence of the Teacher as a Source of Mathematics Anxiety for Adult Learners in Further Education and Training
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| Title: | The Influence of the Teacher as a Source of Mathematics Anxiety for Adult Learners in Further Education and Training |
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| Language: | English |
| Authors: | Adrian O’Hanlon |
| Source: | Adults Learning Mathematics. 2025 19(1):45-59. |
| Availability: | Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Adult Students, Mathematics Anxiety, Adult Education, Student Attitudes, Negative Attitudes, Teacher Role, Educational Experience, Mathematics Education, Educational Environment, Foreign Countries |
| Geographic Terms: | Ireland |
| ISSN: | 1744-1803 |
| Abstract: | The Adult Literacy for Life (ALL) Strategy was established to reduce the number of adults in Ireland with unmet numeracy needs from 25% to 12% (Government of Ireland, 2023). Studies suggest that learners' negative attitudes towards mathematics may also develop over a sustained period (Prendergast et al., 2020). Adult learners who have had negative experiences in mathematics find it very difficult to move past these experiences (Boaler, 2016). This can be because of poor experiences within formal education leading to fear and lack of confidence in mathematics, as well as anxiety (Goos et al., 2023). This article outlines research, which focuses on two research questions. Firstly, "What level of mathematics anxiety, if any, exist amongst a cohort of adult learners?" and secondly "What is the impact of a teacher's role as an environmental factor on the development of mathematics anxiety throughout the mathematical journey of adult learners?". This paper will examine the 'influence of the teacher' as an environmental antecedent. The study comprised of a sequential mixed method approach, the quantitative element was a MAS UK (Mathematics Anxiety Scale) questionnaire (n = 15) and the qualitative element was a mathematics life story interview (n = 8). The findings show that mathematics anxiety existed at varying levels among these mature students, and that there are significant teaching-environmental antecedents, that contribute to the level of anxiety experienced. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481731 |
| Database: | ERIC |
| Abstract: | The Adult Literacy for Life (ALL) Strategy was established to reduce the number of adults in Ireland with unmet numeracy needs from 25% to 12% (Government of Ireland, 2023). Studies suggest that learners' negative attitudes towards mathematics may also develop over a sustained period (Prendergast et al., 2020). Adult learners who have had negative experiences in mathematics find it very difficult to move past these experiences (Boaler, 2016). This can be because of poor experiences within formal education leading to fear and lack of confidence in mathematics, as well as anxiety (Goos et al., 2023). This article outlines research, which focuses on two research questions. Firstly, "What level of mathematics anxiety, if any, exist amongst a cohort of adult learners?" and secondly "What is the impact of a teacher's role as an environmental factor on the development of mathematics anxiety throughout the mathematical journey of adult learners?". This paper will examine the 'influence of the teacher' as an environmental antecedent. The study comprised of a sequential mixed method approach, the quantitative element was a MAS UK (Mathematics Anxiety Scale) questionnaire (n = 15) and the qualitative element was a mathematics life story interview (n = 8). The findings show that mathematics anxiety existed at varying levels among these mature students, and that there are significant teaching-environmental antecedents, that contribute to the level of anxiety experienced. |
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| ISSN: | 1744-1803 |
