Mathematics Anxiety and Its Pedagogical Implications: Strategies for Intervention

Abstract

Mathematics anxiety (MA) is typically defined as a tension or fear that interferes with mathematical performance. Symptoms include panic, avoidance of math tasks, and physical distress during calculation. A strong negative relation exists between MA and cognitive performance: anxious students show working-memory disruption and intrusive worry during problem-solving. In secondary education, this often translates into lower grades, fewer advanced math courses, and increased dropout from math-related tracks. MA also contributes to reduced self-efficacy and motivation in math, compounding achievement gaps. This study aims to synthesize current research on classroom and instructional interventions to reduce MA among adolescents, with attention to multilingual and resource-constrained contexts. We reviewed peer‐reviewed literature (last 15 years) on MA and interventions, including meta-analyses and case studies. Key findings indicate that strategies at multiple levels – such as collaborative learning and expressive writing in class, teacher professional development to reduce transmission of anxiety, student self-regulation training, and flexible curricula – can significantly alleviate MA and improve performance. In multilingual classrooms and developing regions, culturally responsive instruction and language support are critical. These results suggest that teachers and curriculum designers should integrate social-emotional and cognitive supports into mathematics teaching to mitigate anxiety and bolster student learning.