Fear of numbers: How learners overcome mathematics anxiety through positive teaching practices and instructional intervention

Source abstract

Mathematics anxiety is a common and distressing issue among students that significantly affects their attitudes and performance in mathematics. It is characterized by feelings of tension, fear, and concern when dealing with math tasks, and these emotions can impair cognitive processing and problem-solving abilities. Effective classroom management and positive teacher-student relationships are critical in mitigating mathematics anxiety. This paper explored the experiences of high school students in classrooms that reduced their anxiety in mathematics. High school students (n=16) were purposively sampled to be interviewed in this study. Students’ narratives indicated that when teachers demonstrated understanding, created an inclusive environment, and expressed confidence and enthusiasm about the subject, students felt safe to engage with the material without the fear of embarrassment. This supportive atmosphere encouraged active participation, normalized mistakes, and promoted a growth mindset, ultimately reducing anxiety. This approach not only built students’ confidence but also created a sense of community, making students feel less isolated in their difficulties with math. Three major strategies were identified: simplification, collaboration, and interactive learning. Simplification involved breaking down complex topics into manageable steps, which helped reduce anxiety and improve understanding. Collaboration highlighted the benefits of group work, where peer support and discussion facilitated a communal learning experience and reduced anxiety around problem-solving. Interactive learning focused on engaging students through practical applications and real-world scenarios, making math more relevant and less abstract. These strategies contributed to a more positive learning experience by making math more accessible and encouraging active participation.