The incidence of maths anxiety in real estate education and the impact of MAGMA as a pedagogical strategy

Louise Brown and Alan Brown

ERES from European Real Estate Society (ERES)

Abstract: Background: It has been reported that 35% of UK adults feel anxious when doing maths (KPMG 2023). Maths anxiety has been defined as “feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations.” (Richardson and Suinn 1972). The majority of research into maths anxiety has been in the context of mathematics teaching and there is a limited research base of evidence from an applied mathematical context such as real estate which involves statistics and valuation as core components. Interventions that reduce maths anxiety have the potential to both improve retention and also to enhance equality, diversity and inclusion (EDI) in real estate education. Samuel et al (2023) indicate that MAGMA (mindfulness and growth mindset approach) is an effective approach to reducing maths anxiety. Post pandemic incidences of anxiety amongst the student population have increased, Basheti (2023) reported 46% of students surveyed were experiencing abnormal levels of anxiety due to the pandemic measures.Methodology: The project will use validated instruments : the Berlin Numeracy scale (a psychometric test) to determine statistical numeracy and risk literacy; the UK Maths Anxiety scale (MAS-UK) and the three item Growth Mindset scale to produce a baseline for the cohort of students. The MAGMA intervention approach (Samuel et al, 2023) which focusses on mindfulness and growth mindset will be implemented at the beginning of each session and encouraged as part of directed study. At end of the semester the UK Maths Anxiety instrument will be rerun and a short questionnaire on the perceived effectiveness of interventions over the period of the module delivery.Attendance figures will also be used as a proxy for level of interest and engagement and compared with other modules in that semester. Attrition and failure rates will also be monitored.Data will be collected from January to April 2024. The research questions are :At what level does maths anxiety exist amongst students in applied mathematical subjects?Are there correlations between maths anxiety and numeracy/gender/previous qualifications?To what extent do MAGMA strategies alleviate maths anxiety?Can this approach be applied in other real estate modules?The paper will present findings from the initial research project.

Keywords: Growth Mindset; Innovative Teaching; Maths Anxiety; Risk Literacy (search for similar items in EconPapers)
JEL-codes: R3 (search for similar items in EconPapers)
Date: 2024-01-01
New Economics Papers: this item is included in nep-ure
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