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Cooper, Lorna (2025) Evaluating the Effect of a Whole-Class Intervention to Enhance Mathematical Resilience and Reduce Mathematics Anxiety: A Mixed-Methods Study. DAppEdPsy thesis, University of Nottingham.

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Abstract

Research shows that mathematics anxiety (MA) can appear early in formal education in the UK. Although early intervention has been identified as important for reducing MA and improving positive long-term outcomes, universal strategies in primary schools have received little attention until now. A structured approach aimed at fostering mathematical resilience (MR) has emerged as a promising method for helping learners manage and reduce MA. This study examines the effectiveness of integrating key principles of this approach into a whole-class MR intervention in primary schools, focusing on the “Growth Zone Model” (GZM) and its practical application in the classroom.

A cohort of Year 4 children and their teaching staff participated in this research. A sequential explanatory mixed-methods study was conducted. Phase one of the research employed an AB single-case experimental design (SCED), where school staff delivered a whole-class MR intervention to their Year 4 class over thirteen weeks. Six pupil participants were selected for SCED analysis, based on initial high levels of MA. Subsequently, in phase two of the research, qualitative interviews were conducted to explore perceptions regarding the implementation of the intervention. Semi-structured interviews were conducted with the six focus children, along with a focus group of the school staff who facilitated the intervention.

For three of the six focus children, there was an overall decrease in the mean level of MA and an increase in MR between the baseline and intervention phases. Tau-U analysis demonstrated a statistically significant improvement in self-reported MA (p < .05) for one of the focus children. From phase two of the research, five themes emerged from the data concerning the teacher and teaching assistants, as well as the six focus children’s, perceptions of the whole-class intervention. The identified themes emphasised the intervention’s role in fostering reflections on teaching and learning culture, enabling timely responses to children’s academic and well-being needs, and supporting self-regulation to enhance behaviour for learning. Additionally, the findings highlighted the intervention’s feasibility and a desire for broader implementation.

Overall, the research presents some promising outcomes regarding a whole-class MR intervention, with staff advocating for its implementation at a whole-school level. The study highlights the potential for further investigation and advancement of whole-class approaches to support children with MA.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Lewis, Victoria
Keywords:	mathematics teaching, mathematics anxiety, primary school children
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1501 Primary education Q Science > QA Mathematics
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	82072
Depositing User:	Cooper, Lorna
Date Deposited:	12 Dec 2025 04:40
Last Modified:	12 Dec 2025 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/82072

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