Mathematics Anxiety and arithmetic strategy flexibility in primary school children (Ref: LN/SR-SF1/2026)

About the Project

A growing body of research suggests that emotional factors play a significant role in shaping how children learn and apply mathematical concepts. One such factor that has repeatedly been shown to affect arithmetic performance is mathematics anxiety (MA), which is a negative emotional response towards mathematics that interferes with learning and performing mathematics. Nearly half of UK adults demonstrate low numeracy skills, and evidence suggests that MA during childhood may contribute to this, as it leads to avoidance behaviours and missed learning opportunities from an early age.

Increasingly, studies show that MA impairs arithmetic performance by consuming working memory resources, leaving fewer cognitive capacities available for the task at hand. However, little is known about how MA specifically affects children's ability to flexibly select and use efficient arithmetic strategies, a skill closely linked to broader mathematical achievement. Understanding this relationship in primary school children, who are still in the process of acquiring these strategies, is of critical educational importance.

This project aims to deepen our understanding of how mathematics anxiety shapes arithmetic strategy use in primary school children and whether anxious learners can be supported to make better strategic choices, ultimately informing interventions that enhance children's mathematical development and long-term educational well-being.

The successful applicant will join the vibrant community of the Centre for Mathematical Cognition (https://www.lboro.ac.uk/research/cmc/), one of the world's leading research centres for the study of mathematics education and numerical thinking. The Centre for Mathematical Cognition brings together academics who conduct research in three different areas: basic research on mathematical cognition, the design of research-based educational resources, and the evaluation of educational interventions.

This project might be a suitable topic to form the basis of an application to the ESRC Midlands Graduate School's Open Studentship scheme (deadlines are typically in December) via the education pathway. Details are available here: https://warwick.ac.uk/fac/cross_fac/mgsdtp/

For informal enquiries about the project, please contact Dr Serena Rossi (S.Rossi@lboro.ac.uk), or Dr Joanne Eaves (J.Eaves@lboro.ac.uk).

Name of primary supervisor/CDT lead:

Dr Serena Rossi S.Rossi@lboro.ac.uk https://www.lboro.ac.uk/departments/maths-education/staff/serena-rossi/

Name of secondary supervisor:

Dr Joanne Eaves https://www.lboro.ac.uk/departments/maths-education/staff/joanne-eaves/

Entry requirements:

All candidates must have (or expect to gain) a good honours degree (usually at least 2:1) in psychology, education, or a related discipline. A relevant Master’s degree and/or experience in cognitive, educational or developmental psychology would be an advantage. Also, experience with quantitative statistical analyses and experimental design software would be a plus. Due to the nature of the project, the successful candidate will be required to undergo a formal Disclosure and Barring Service (DBS) check.

English language requirements:

Applicants must meet the minimum English language requirements. Further details are available on the International website (http://www.lboro.ac.uk/international/applicants/english/).

Bench fees required: No

Closing date of advert: 1st April 2027

Start date: October 2026, February 2027, July 2027

Full-time/part-time availability: Full-time 3 years, Part-time 6 years

Fee band: 2025/26 Band RA (UK £5,006, International £22,360)

How to apply:

All applications should be made online. Under programme name, select Mathematics Education Centre. Please quote the advertised reference number: LN/SR-SF1/2026 in your application. To avoid delays in processing your application, please ensure that you submit a CV and the minimum supporting documents. The following selection criteria will be used by academic schools to help them make a decision on your application. Please note that this criteria is used for both funded and self-funded projects. Please note, applications for this project are considered on an ongoing basis once submitted and the project may be withdrawn prior to the application deadline, if a suitable candidate is chosen for the project.

Project search terms: developmental psychology, educational psychology, cognitive psychology mathematical cognition numerical cognition psychology cognition education

Email Address Sci: sci-pgr@lboro.ac.uk