Research image of the month - overcoming maths anxiety

Mathematics is often described as the universal language, yet for many, it feels more like an insurmountable barrier. This month’s research image of the month (May 2025) encapsulated that feeling and the research of Dr John Morgan.

In John’s own words…

“Over my 40 years of teaching, I have witnessed countless students struggle with an overwhelming sense of anxiety when faced with numbers. My research has been dedicated to understanding and addressing this issue, and I was honoured when an image I captured to illustrate this challenge was selected as this month’s research image of the month.

“It is a simple yet powerful depiction of maths anxiety - a student, head in hands, struggling to make sense of the numbers before them. This image encapsulates what I have seen time and again: students feeling isolated and helpless in the face of mathematical challenges. I deliberately staged this photograph with my daughter to illustrate the emotional burden carried by those with maths anxiety. The 'head in hands' posture conveys frustration, confusion, and, for some, a deep-rooted fear. It symbolises the struggle many students face, often alone, when trying to engage with mathematical concepts.

“My research explores the prevalence and impact of maths anxiety, particularly among adult learners. Many of my students are those who have returned to education after years of believing they simply 'can't do maths.' Through my PhD research at The Open University (OU), I have worked to identify the barriers preventing students from engaging with mathematics and to develop strategies that help build confidence and reduce anxiety.

“My journey into this field began during my years as an engineering and computing lecturer. Although maths is integral to these disciplines, I noticed that even among engineering students, maths anxiety was widespread. A pivotal moment for me was working with an Open University student who would call me weekly in tears, convinced she was incapable of doing the maths required for her course. Over time, with the right support, she not only passed her course but went on to complete a mathematics degree and later became a maths teacher herself, just showing the barrier that maths anxiety was causing her, and what could be achieved when it was overcome.

“This image does more than represent a problem - it highlights an issue that has real-world consequences. Many students, particularly adult learners, have avoided careers in science, technology, and healthcare because they perceive themselves as ‘bad at maths.’ My research has shown that with the right support, these barriers can be broken down. I have been privileged to share my findings at conferences in the UK, South Africa, and the Netherlands, where educators have resonated with the experiences depicted in my research.

“In one particularly rewarding instance, I worked with a South African educator who implemented some of my strategies. Within weeks, he saw a transformation in his students’ engagement with mathematics. This reinforces the importance of raising awareness and changing the way we approach maths education.

“The OU’s mission is to be open to people, places, methods, and ideas. My research directly supports this by ‘opening up’ opportunities for those who have previously been held back by maths anxiety. Through this work, I have helped students overcome their fears and access careers they once thought were out of reach. Furthermore, my research aligns with The Open University’s Open Societal Challenges initiative, particularly in tackling inequalities. Many individuals, especially those from disadvantaged backgrounds, face educational barriers due to early negative experiences with mathematics. By providing insights into how maths anxiety can be addressed, my work contributes to reducing these inequalities and promoting lifelong learning.

“Being selected as the winner of The Open University’s Research Image of the Month is a tremendous honour. It signifies recognition of the importance of this issue and the impact of my research. It also highlights the power of visual storytelling in communicating academic work to a broader audience. Most importantly, it reinforces my belief that change is possible and that we must continue to challenge the misconceptions surrounding mathematical ability.

“My hope is that this image and the research behind it will continue to spark conversations, encourage educators to adopt supportive teaching strategies, and ultimately help more students overcome their fear of mathematics. Seeing my daughter featured in this image makes it even more meaningful, as she, too, has faced challenges with maths but persevered.

“I want to give my many thanks to all the students who took part in the research, and my supervisors, Dr Organ, Dr Lee and Dr Jowers, for helping me to progress this work.

“For those who struggle with numbers, my message is simple: you are not alone, and with the right support, you can succeed. Mathematics should not be a barrier to success - it should be an opportunity to grow.”