The research in this Independent Project was carried out to explore mathematics
anxiety (MA). After studying the previous research in this area the researcher decided to carry
out an investigation into what factors outside the classroom contribute to a pupil having high
MA. As well as this the prevalence of MA and how variables such as gender, set and year
group affect a pupil’s MA were also examined. The literature highlighted these variables as
some of the most prominent in the findings of previous studies. The research took place in a
specialist technology college that has 1270 pupils on roll. It was carried out by giving a large
sample of pupils in a school the modified Abbreviated Mathematics Anxiety Scale (mAMAS)
to complete. From this, the pupils with high MA were identified and then took part in a focus
group where they were asked questions to try to unpick what factors contribute to their
elevated levels of MA. Through this it was found that there were four prominent factors that
contributed to these pupils’ high levels of MA, these were the influence of teachers, parents,
siblings and society. Parental influence was one of the most prominent factors and this was
supported by the average answer from the participants in the parent related questions from
the mAMAS. The results found in this study suggest that teachers should make a considerable
effort to reduce their contribution to a pupil’s MA and work with others to do the same.