Research published this month in Educational Researcher reveals a correlation between teacher anxiety about teaching mathematics and reduced student achievement on state tests. The study analyzed standardized test scores from approximately 106,000 Indiana students in grades 3 through 8 during the 2010-11 to 2016-17 school years and cross-referenced the results with a survey of roughly 3,300 teachers regarding their comfort with math instruction.
The researchers found that a standard deviation increase in teacher math teaching anxiety was associated with a 0.039 standard deviation decrease in student math achievement in a single year. While modest year-to-year, the cumulative effect becomes more significant over time. Students exposed to teachers with elevated math teaching anxiety consistently from third through eighth grade experienced achievement reductions equivalent to 0.18 standard deviations, which researchers characterize as a meaningful gap. The analysis controlled for numerous variables including prior student achievement, socioeconomic status, English language learner designation, special education status, and teacher characteristics.
The study distinguished between general math anxiety and math teaching anxiety—specifically the discomfort associated with delivering math instruction. Certain student populations appeared particularly vulnerable to teacher math anxiety, including girls, English language learners, lower-achieving students, Hispanic students, and Asian students. The research also identified variation among teachers themselves: female educators reported higher anxiety than males, teachers with graduate degrees showed less anxiety than those without advanced degrees, and more experienced teachers expressed greater comfort than their less experienced counterparts. Elementary teachers, who typically teach multiple subjects as generalists, reported higher anxiety levels than secondary math specialists.
Researchers noted the findings suggest a correlation rather than definitive causation. Previous studies indicate that anxious teachers may emphasize rote memorization over interactive learning and potentially communicate diminished expectations to students. NaYoung Hwang, an assistant professor at the University of New Hampshire and study co-author, emphasized the importance of addressing math teaching anxiety through teacher preparation programs and professional development initiatives. She suggested that low expectations established early in instruction could negatively impact long-term student outcomes and academic confidence.
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