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This article aims to help readers to understand the importance of minimising maths anxiety in home and school environments and to drive the attention of the policymakers to the fact that maths anxiety prevalence is shaped by gender and socioeconomic status, among other factors. Because maths anxiety can harm students’ performance, career choices and teachers’ well-being and instruction skills, it must be addressed for the benefit of society and individuals. This Policy Paper describes maths anxiety and its impact on maths education, good practices in the school environment to mitigate. It showcases a continuous professional development elaborated by Dr Flavia H. Santos to support teachers to deal with both maths anxiety in students and the anxiety about teaching maths. The programme was created under the Arithmós Project, funded by the Irish Research Council in collaboration with Technological University Dublin.
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