Primary school teachers are important in children’s learning of mathematics, and maths anxiety development has been partly
attributed to children’s classroom experiences (Das & Das, 2013). Maths anxiety was explored in UK primary school
teachers, with a view to understanding its development and impact. Data from four semi-structured individual interviews
were analysed using Interpretative Phenomenological Analysis (IPA), which facilitates a deeper knowledge of individuals’
personal experience. Three key themes emerged: “experiencing the psychological consequences of maths anxiety”, “social
influences” and “the consequences of experiencing maths anxiety as a teaching professional”. The findings contribute to our
understanding of the influence of maths anxiety on teachers and teaching practices.N/
