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Course Title

From Math Anxiety to Math Efficacy

Course Number

ISCA 601

Course Overview

Math anxiety is an increasing problem that affects many students, not only during their school years, but also when they make choices about their future career paths. With a prevalence of 33% among 15 year olds from 65 OECD countries it is a global increasing problem that international school counselors must attend when working with teachers, students or parents. The aim of this course is to teach participants about the key factors contributing to the development of math anxiety and to assist them in helping students, teachers and parents implement a positive, inquisitive and playful approach to math, which will promote a growth mindset and resilience when facing difficulties. 

Upon completion of this course participants will: 

  • Understand the effects of math anxiety on performance, motivation and self-concept 

  • Learn how to identify math- anxious students 

  • Learn and plan practical ways to support and reduce math anxiety that can be shared with different stakeholders at the school (parents, teachers and students).

A.1. Supporting Student Development School counselors: 

c. Do not diagnose but remain acutely aware of how a student’s diagnosis can potentially affect the student’s academic success. 

d. Acknowledge the vital role of parents/guardians and families. 

e. Are concerned with students’ academic, career and social/ emotional needs and encourage each student’s maximum development. 

Intended Audience

This course is suited to primary and secondary school counselors, regardless of their years of experience.

Essential Questions

  • Why is math so susceptible to anxiety and how do our own approaches as educators towards math impact our students? 

  • How can we intervene and make a difference knowing that anxiety and performance impact one another bidirectionally?



Participants will know:

Participants will be able to:

  • The most recent research  findings about math anxiety, its course of development and impact on                    students’ performance and self concept. 

  • Albert Bandura’s model for Promoting self efficacy by: 

    • Supporting skill mastery 

    • Promoting vicarious experiences

    • Providing constructive feedback

    • Promoting optimal physiological states

  •  Create a support plan for students using Bandura’s self efficacy model.

  • Teach others how to monitor their language when providing feedback to students.  

  • Provide students with hands-on  tools to reduce anxiety before, during and after exams.

About the Facilitator

Noa Kanter is a psychologist at Linden Global Learning who holds a B.A. in psychology and developmental aspects in Education from Tel-Aviv University and an M.A. in child clinical psychology from Bar-Ilan University. Trained in Israel, Noa practiced various therapeutic interventions in public health care clinics and worked as an educational psychologist conducting psychoeducational assessments and systemic school support. 

Since moving to Berlin in 2016, Noa has supported families from the international community, providing counseling and psycho-educational assessments. So far, Noa has worked with families from over 30 nationalities. In addition, Noa regularly facilitates teacher and parent workshops for international schools in Europe. These workshops focus on promoting resilience, alleviating anxiety in learners, and providing positive behavioral support. Noa recently also facilitated consultation circles for international school counselors in collaboration with ISCA. 

As an educational psychologist, Noa strives to combine scientific knowledge from developmental evidence-based research with every child's unique ecosystem.

Dates and times of offerings

Cohort 2: October 27, 2022 @ 11:00 - 14:00 GMT

Contact hours

Three (3) Professional Development Hours

Time commitment between sessions


Required Resource(s)



  • Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co. 

  • Boaler, J. (2013a). Ability and Mathematics: The Mindset Revolution that is Reshaping Education. FORUM, 55, 1 (143-152) 

  • Brunyé, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A., and Kanarek, R. B. 2013. Learning to relax: evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. 

  • Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53. 

  • Lau, C., Kitsantas, A., Miller, A. D., & Rodgers, E. B. D. (2018). Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students. Social Psychology of Education, 21(3), 603-620.

  • Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety. Psychological Science, 26(9), 1480–1488. 

  • Park, D., Ramirez, G., and Beilock, S. L. 2014. The role of expressive writing in math anxiety. J. Exp. Psychol. Appl. 20:103–11. 

  • Pizzie, R., & Kraemer, D. J. (2017). Strategies for remediating anxiety in high school math. 

  • Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. 

  • Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of experimental child psychology, 141, 83-100.

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