NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1409867
Record Type: Journal
Publication Date: 2023
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1174-2208
EISSN: EISSN-2382-0349
Reducing Mathematics Anxiety in the Classroom
Christine Anne Bautista
Teachers and Curriculum, v23 n1 p79-88 2023
The purpose of this review was to analyse empirical studies related to reducing mathematics anxiety in the classroom. A scoping process was used to locate literature, and a thematic method was used to analyse and group the data obtained from the studies. A total of 14 articles published between 2014 and 2022, mostly using mixed-methods approaches, were analysed. The data indicated that mindfulness strategies, sustained exposure and support, and addressing affective factors, such as distractions, negative emotions, and motivation, has been shown to reduce mathematics anxiety levels of students. Possible implications for reducing maths anxiety in the classroom and opportunities for further empirical research are presented.
Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; Taiwan; Iran; Italy; New Zealand
Grant or Contract Numbers: N/A