Behind the Numbers - The Preliminary Findings of a Mixed Methods Study Investigating the Existence of Mathematics Anxiety Among Mature Students - Maria Ryan and Olivia Fitzmaurice

Oct 15, 2026

Uploaded by Rizky

Admitting that “no good at mathematics” or “hates mathematics” is common among students, the study examines mature adults whose obligatory service mathematics module can intensify dislike into mathematics anxiety. It reviews how mathematics anxiety is often measured quantitatively using scales such as the Mathematics Anxiety Rating Scale (MARS), while noting limited insight into origins. Using a mixed methods approach, it explores three mature students’ mathematics life histories in Ireland and reports preliminary data collection findings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Mathematics anxiety and mature students

Service mathematics and disengagement

Method and measurement

Quantitative scales (MARS and variants)

Mixed methods approach and data collection

Preliminary findings focus

Mathematics life histories

Ryan, M., & Fitzmaurice, O. (2017) Behind the numbers. The preliminary findings ofa mixed methods study investigating the existence of mathematics anxiety among mature students. Adults Learning Mathematics: An International Journal, 12(1), 49-58. Behind the Numbers The Preliminary Findings of a Mixed Methods Study Investigating the Existence of Mathematics Anxiety Among Mature Students Maria Ryan University of Limerick, Ireland <[Maria.Ryan@ul.ie](Maria.Ryan@ul.ie)> Olivia Fitzmaurice University of Limerick, Ireland <[Olivia.Fitzmaurice@ul.ie](Olivia.Fitzmaurice@ul.ie)> Abs tract Admitting that one is 'no good at mathematics' or 'hates mathematics' is a common admission among student cohorts. For mature students who harbour a strong dislike of mathematics, these feelings can be exacerbated when they are faced with having to do an obligatory service mathematics module as part of a programme of study. For some mature students, their dislike of mathematics can be identified as mathematics anxiety. Their experiences of mathematics as a subject throughout their lives are manifold, and depict a variety of emotions, attitudes, and beliefs about the subject. In spite of their experiences with mathematics, mature students demonstrate a persistence – and even a resilience - in respect of their engagement with mathematics. Research on mathematics anxiety is frequently conducted using quantitative methods, in particular measurement scales such as the Mathematics Anxiety Rating Scale (MARS) test or equivalent. However, while these tests reveal a numerical representation for the level of anxiety felt by the participant, there is limited insight available into the context for such anxiety, thereby limiting understanding of the origin of such feelings. To this end, as part ofa mixed methods approach, the researcher looks beyond the numerical results of the mathematics anxiety scale to explore the mathematics life histories of three mature students who have taken service mathematics at undergraduate level in Ireland at both University and Institute of Technology (IOT) sectors. This paper reports on preliminary findings ofthe researcher's data collection. Key words: mathematics anxiety, mixed methods In Ireland, a mature student is defined as an adult learner aged 23 or more in the year of enrolment to third level education (CAO, 2016) . The profile of the mature student is non-homogeneous; the cohort encompasses diversity in the range of ages, family situations and responsibilities, career experiences, and previous encounters with education (O’Donnell & Tobbell, 2007) . Mature students comprise 13% of full-time and 19% of part-time students in higher education in Ireland (HEA, 2016) . Many students at third level are required to complete an obligatory module in mathematics – service mathematics – when they pursue a programme of study, even though mathematics is not Volume 12(1)– 2017 49 the main discipline (Gill & O’Donoghue, 2005). In the case of mature students, they may not have engaged with academic mathematics for at least 5 years, i.e. since they would have completed their Leaving Certificate 6 examination or equivalent, and they may be unaware of the mathematics content of their chosen programme until after the programme has commenced (Zaslavsky, 1994) . The subject may not be called ‘mathematics’, but instead called ‘quantitative methods’, for example, which may not be evident to a student that it is a mathematics module. A lack of practice can result in difficulties and anxieties around mathematics for students who have not engaged with mathematics academically for a number of years (Betz, 1978) . For some mature students their dislike of mathematics can be identified as mathematics anxiety, defined as "feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations"(Richardson & Suinn, 19

FAQs

Why is mathematics anxiety a concern for mature students in service mathematics modules?

Mature students may have a long gap since prior academic mathematics and can be unaware of module content until the programme begins. When faced with obligatory service mathematics, their prior dislike can intensify into mathematics anxiety.

How is mathematics anxiety commonly measured in research?

Research frequently uses quantitative measurement scales such as the Mathematics Anxiety Rating Scale (MARS) and related instruments. Participants rate anxiety through statement lists using Likert-scale responses, producing a numerical score.

What does the mixed methods approach add beyond numerical anxiety scores?

While scales provide a numeric representation of anxiety level, they offer limited insight into the context and origins of that anxiety. The study uses mixed methods to explore mature students’ mathematics life histories to understand contextual factors.

Oct 15, 2026

Uploaded by Rizky