The Future of Education
Not Anxious or Confident: A Framework of Why Mathematics Apathy is a Barrier for Learning
Jamie Ben Smith, University of Lincoln (United Kingdom)
Abstract
Mathematics anxiety has been widely studied as a barrier to learning and achievement [1], yet mathematics apathy, characterised by low perceived value and low perceived control, remains underexplored despite its significant impact on student engagement and achievement [2]. This paper introduces a theoretical framework situating mathematics apathy within the Control-Value Theory of Achievement Emotions [3] underpinned by principles of Social Cognitive Theory [4]. Drawing on longitudinal survey data from over 1,200 UK secondary students, this study traces how mathematics apathy develops over time.
This paper argues that mathematics apathy warrants recognition as a distinct emotional barrier with unique implications for learning. Unlike mathematics anxiety, which is activating and often distressing, mathematics apathy is deactivating: it reduces effort, persistence, and willingness to engage with challenge. This paper invites dialogue on how teacher preparation and mentality can address mathematics apathy in their students, as a systemic barrier to mathematics education.
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Keywords |
Mathematics Apathy; Mathematics Anxiety; Avoidance behaviours; Control‑Value theory; Student Mentality; Secondary Education |
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REFERENCES |
[1] Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C., (2021) A meta-analysis of the relation between math anxiety and math achievement, Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307 [2] Li, Q., Cho, H., Cosso, J., & Maeda, Y. (2021). Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta-analysis. Educational Psychology Review, 33(3), 1017–1049. https://doi.org/10.1007/s10648-020-09589-z [3] Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9 [4] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. |
