Author: Sarpreet Kaur
DOI Link: https://doi.org/10.70798/Bijmrd/03050002
Abstract: Mathematics anxiety is a prevalent issue that significantly impacts students’ learning experiences and outcomes. While extensive research has focused on students’ perspectives, there is a lack of studies exploring teachers’ experiences in addressing mathematics anxiety in the classroom. This phenomenological study discovers the lived experiences of secondary school mathematics teachers who work with students exhibiting mathematics anxiety. The study discovers the emotional, pedagogical, and professional challenges teachers face through in-depth interviews with ten secondary school mathematics teachers from diverse educational settings. The findings reveal three teachers’ tral themes: emotional labour and empathy, adaptive strategies, and the need for institutional support. Teachers often experience emotional strain as they empathize with anxious students, necessitating the development of adaptive teaching methods to alleviate anxiety and foster a supportive learning environment. However, a lack of institutional resources and professional development opportunities hampers their efforts. The study underscores the importance of comprehensive teacher training programs and institutional policies that equip educators with the necessary tools to effectively support mathematics-anxious students. By illuminating teachers’ perspectives, this research contributes to a more holistic understanding of mathematics anxiety and informs strategies to enhance teaching practices and student well-being.
Keywords: Mathematics anxiety, phenomenology, teacher experiences, secondary education, instructional strategies, emotional labour
Page No: 13-21