Abstract
Research has shown mathematical anxiety impacts on mathematical confidence and attainment, leading to avoidance of mathematics and mathematical careers. This research investigated if an intervention with peer mentors could help reduce students’ mathematical anxiety. It took place at a Secondary School (11–18 years) in the South West of England, which has been rated as ‘Outstanding’ by Ofsted. Five female students (aged 11–15 years) identified by their teachers as mathematically anxious were paired with peer mentors (female, aged 16–17 years) to receive four one-hour intervention sessions over six weeks. The purpose was for the mentors to provide encouragement and demonstrate skills to cope with being ‘stuck’, thus building the students’ mathematical resilience and reducing their mathematical anxiety. The students’ mathematical anxiety and attitudes were measured with a questionnaire before the intervention and again after all four sessions. The qualitative data collected from the questionnaires was reported alongside data provided by semi-structured interviews, which was coded and analysed for common themes. Three out of four participants reported reduced mathematical anxiety and all four students demonstrated a positive attitude to the intervention. However, the findings were inconsistent regarding improved mathematical resilience and its effect on reducing mathematical anxiety.
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