Overcoming Mathematics anxiety through CPD interventions and implementation

Context: The study focuses on addressing Mathematics anxiety through Continuous Professional Development (CPD) interventions at Deeper Life High School, a hybrid education institution in Nigeria. The initiative emerges from the observation that teachers need to effectively demystify Mathematics phobia among students, especially given the diverse socio-economic backgrounds of the students and educational staff across the school's campuses. Aims: The research aims to explore the relationship between CPD for teachers and students' experiences with Mathematics, understand students' perceptions of Mathematics, and investigate teachers' strategies for addressing students' struggles in Mathematics. The overarching goal is to improve teacher practices and, consequently, student outcomes regarding Mathematics anxiety. Methods: An exploratory action research approach was employed, involving focus groups with up to 30 teachers, surveys administered to approximately 180 students, and individual interviews with 12 teachers. These methods were designed to collect qualitative and quantitative data on the experiences and perceptions of both teachers and students in relation to Mathematics teaching and anxiety. Findings: The findings indicate that the CPD programs resulted in heightened confidence and competence among teachers in addressing Mathematics phobia. Teachers reported enhanced skills in differentiated instruction and technology integration, contributing to a more supportive classroom environment. Despite successes, challenges such as time constraints and varying levels of teachers' technological proficiency remain. Moreover, approximately 17% of students still experience significant Maths anxiety, which is essential to address through continuing CPD efforts. Implications: The study reveals that targeted CPD can positively influence teachers' efficacy in recognizing and addressing Maths anxiety, potentially leading to improved student learning experiences. The emphasis on practical tools, technology integration, and collaborative learning can be beneficial for similar educational settings. The research highlights the necessity of ongoing support and development for teachers, particularly in integrating differentiated instructions and handling emotional aspects related to Mathematics instruction.

Keywords (free text)

mathematics anxiety, continuous professional development, teacher training, student perceptions, differentiated instruction

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1197
https://doi.org/10.71779/243

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British Council Partner Schools: Action Research for Schools, 2025-2026