A survey of mathematics anxiety and mathematical resilience among existing apprentices

Preview

PDF WRAP_Gatsby Final Report 2.pdf - Published Version - Requires a PDF viewer. Download (2MB) | Preview

Request Changes to record.

Abstract

This research develops knowledge of the extent to which apprentices in the UK are affected by mathematics anxiety, including issues related to prior mathematics achievement, gender, and choice of apprenticeship, as well as outlining significant implications for both the supply and progression of STEM Apprentices.
To what degree is mathematics anxiety an issue for Apprentices?
• Mathematics anxiety has a noticeable impact on about 30% of the respondents. Another 19% have a tendency to be anxious but may not show such clear signs.
• The degree of mathematics anxiety in apprentices is roughly equal to that in the rest of the population. Here it is known to both negatively impact on daily life (e.g., calculating a tip at a restaurant) and on formal education, “ultimately resulting in lower exposure to math, reduced practice using mathematics principles, and reduced workforce math competence”. (Brunye, 2013)
• The high prevalence of mathematics anxiety in the overall apprentice population has a confounding influence on some statistically significant differences in mathematical anxiety associated with three key characteristics: prior mathematics achievement; gender; and STEM and nonSTEM apprenticeship study.
In respect of these key characteristics our findings highlight that:
o Mathematics anxiety is more prevalent among apprentices who have not yet gained Grade 2 mathematics.
o Mathematics anxiety is more prevalent among female apprentices than male apprentices.
o Females are more likely to be found on non-STEM apprenticeships than on STEM apprenticeships.
o Mathematics anxiety is more prevalent among non-STEM apprentices than STEM apprentices.
o One sixth of STEM apprentices experience their mind going blank when faced with mathematics.
In this report, we argue that mathematics anxiety is affecting both recruitment and progress of STEM apprentices.
What are the implications for the supply of STEM Apprentices?
• Addressing mathematics anxiety in the pre- or early- apprentice population may be significant in increasing the pool of potential STEM apprentices in two ways:
o Making progression possible: Increasing the number of pupils reaching higher levels of mathematics attainment, so increasing their potential for apprenticeship study, (particularly STEM apprenticeships) requiring higher levels of mathematics skill.
o Making progression more probable: Increasing the number of pupils for whom mathematics anxiety is not a barrier when considering STEM apprenticeships as their next step.
What are the implications for the success of STEM Apprentices?
• For some apprentices, mathematics within this framework is significantly different from school mathematics. Mathematics anxiety is a significant problem on apprenticeships, STEM or nonSTEM, with harder mathematics than expected.
• Previous research establishes that mathematics anxiety is highly likely to be hindering well-being and progress (for example, Brunye 2013). It is also established that purpose and utility makes mathematics more accessible to people who have previously been excluded from mathematics, and more so for females.
• For many people, the problem “is only in maths”. We suggest that addressing mathematics anxiety could be significant to overall apprenticeship success and well-being and have positive impacts on both recruitment and progress for many apprentices.

Request changes or add full text files to a record

Repository staff actions (login required)

View Item