Mathematics is a unique subject in that mathematics-related motivation and learning are often accompanied by strong emotions, such as mathematics anxiety, which is estimated to affect as many as one in six students.

A recent study from the University of Eastern Finland found that poorer performance in mathematics predicts greater mathematics anxiety. The study also suggests that, on average, girls experience more mathematics anxiety than boys.

The study explored the associations between mathematics self-efficacy, test anxiety and performance among sixth-grade students in Finland. In addition, the study examined the role of co-teaching in this dynamic. Co-teaching refers to teaching delivered jointly by two teachers, with all aspects of teaching divided between them.

Students’ self-efficacy, i.e., their belief in their ability to solve a given task, was a key factor contributing to motivation and performance in mathematics. In this study, no reciprocal relationship was found between self-efficacy and anxiety. However, a reciprocal relationship was identified between performance and self-efficacy: the better a student had previously performed in mathematics, the higher their self-efficacy tended to be.

“It is noteworthy that, regardless of a student’s prior performance, high self-efficacy predicted better performance on average,” says Doctoral Researcher Hans Lehikoinen of the University of Eastern Finland, the lead author of the study.

Although co-teaching is associated with several mechanisms that may support students’ motivation and performance, this study found no significant differences in the variables examined when compared to solo-taught classrooms.

Supporting self-efficacy can improve performance

The reciprocal relationship between performance and self-efficacy highlights the central role of self-efficacy for learning. If students’ self-efficacy can be successfully supported, their mathematics performance may improve, which in turn reinforces future self-efficacy.

However, preventing and reducing mathematics anxiety requires different approaches. These include direct support strategies and interventions, particularly for students with weaker performance in mathematics. In addition, it is important to consider the gendered aspects of mathematics anxiety in test situations.

“To support students’ learning, teachers should strive to reduce mathematics anxiety and test anxiety by making both testing and overall learning situations less stressful, for example through strategies such as using low-stakes assessments, allowing flexible timing, and fostering a positive attitude toward mistakes,” Lehikoinen says and adds:

“Co-teaching may offer one avenue for supporting the factors mentioned above, but based on our findings, its effective use requires additional measures and targeted pedagogical solutions. For this reason, too, it is essential to explore how co-teaching could better support students’ motivation.”