Mathematics Anxiety and Arithmetic Strategy Flexibility in Primary School Children

A growing body of research suggests that emotional factors play a significant role in shaping how children learn and apply mathematical concepts. One such factor that has repeatedly been shown to affect arithmetic performance is mathematics anxiety (MA), which is a negative emotional response towards mathematics that interferes with learning and performing mathematics. Nearly half of UK adults demonstrate low numeracy skills, and evidence suggests that mathematics anxiety during childhood may contribute to this, as it leads to avoidance behaviours and missed learning opportunities from an early age. Increasingly, studies show that mathematics anxiety impairs arithmetic performance by consuming working memory resources, leaving fewer cognitive capacities available for the task at hand. However, little is known about how mathematics anxiety specifically affects children’s ability to flexibly select and use efficient arithmetic strategies, a skill closely linked to broader mathematical achievement. Understanding this relationship in primary school children, who are still in the process of acquiring these strategies, is of critical educational importance. This project aims to deepen our understanding of how mathematics anxiety shapes arithmetic strategy use in primary school children and whether anxious learners can be supported to make better strategic choices, ultimately informing interventions that enhance children’s mathematical development and long-term educational well-being. The successful applicant will join the vibrant community of the Centre for Mathematical Cognition, one of the world’s leading research centres for the study of mathematics education and numerical thinking. The Centre for Mathematical Cognition brings together academics who conduct research in three different areas: basic research on mathematical cognition, the design of research-based educational resources, and the evaluation of educational interventions. This project might be a suitable topic to form the basis of an application to the ESRC Midlands Graduate School’s Open Studentship scheme (deadlines are typically in December) via the Education pathway. For informal enquiries about the project, please contact Dr Serena Rossi or Dr Joanne Eaves. 94% of Loughborough’s research impact is rated world-leading or internationally excellent. REF 2021

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October 2026, February 2027, July 2027

1 April 2027

• Loughborough, United Kingdom