ABSTRACT
Maths anxiety is included in the 2019 definition of dyscalculia from the British Dyslexia Association: Dyscalculia can occur singly, but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions. The theory is particularly appropriate for maths anxiety and withdrawal. Many children and adults who fail in maths experience an extreme form of an external locus of control, exacerbated by a constant barrage of negative feedback that results in a negative, apathetic and withdrawal approach to maths. Facilitative anxiety motivates and alters behaviour positively whereas debilitative anxiety inhibits or alters behaviour negatively. The impact depends on the degree of anxiety and the make-up of the individual. Making attributional style a positive and effective approach to motivating pupils in maths, and other subjects, requires good communication skills. Addressing anxiety, self-confidence and a negative attributional style is not likely to be a quick process. The discount component of transactional analysis is also closely linked to attributional theory.
