Submission Date

7-21-2026

Document Type

Paper

Department

Interdisciplinary Studies

Faculty Mentor

Bryan Blum

Comments

Presented during the 28th Annual Summer Fellows Symposium, July 24, 2026 at Ursinus College.

Project Description

Students in mathematics classrooms may experience emotional and cognitive challenges that affect how they engage with coursework and assessments. While math anxiety has been widely documented, less attention has been given to how obsessive-compulsive disorder (OCD), particularly checking behaviors, may influence students’ experiences in math settings. This study explores how students who report math anxiety and those who report OCD symptoms describe their engagement with math tasks and test-taking. Drawing on survey and interview data from students and teachers, this study examines how these experiences are articulated and perceived in academic math contexts, rather than evaluating ability or outcomes. By highlighting how similar behaviors can stem from very different internal experiences, we can gain a clearer understanding of the challenges some students face when working through math tasks. This perspective can help broaden conversations about how people navigate demanding cognitive environments and how support systems might better recognize the diverse experiences that shape performance and well-being.

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