This research is based on a bibliometric analysis of publications on math anxiety. It aims to analyze the distribution of the results of publications on math anxiety in the last ten years based on research trends and topics, reputable journals, influential authors, institutions, and productive countries. Scopus was used as a data collection…

The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years…

Mathematics anxiety is a significant problem in education that affects students' learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a…

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed…

The purpose of this basic qualitative study was to explore nontraditional students' experiences and strategies used to overcome math anxiety. It addressed two research questions; how adult students developed their beliefs about math anxiety, and how they described the strategies used to change their beliefs and become successful in completing an…

Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16-18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines…

Mathematical dispositions, or an individual's behavioral (i.e., things they say and do), cognitive (i.e., attention and memory), and affective (i.e., emotions and beliefs) tendencies related to mathematics, are critical to the learning of mathematics and choices related to STEM. Previous research has suggested that adult learners may possess…

Mathematically poor students exhibit poor academic performance, as well as increased mental illnesses and behavioural issues; however, the learning dilemma faced by mathematically poor students and the factors affecting their classroom engagements remain unclear. To address this issue, the Perceived Maths Teacher Support Scale, Classroom…

This study investigated the relationship between math anxiety and academic motivation and the mediating role of school belongingness. For data collection, 447 students (boys = 247) were selected using convenience sampling and administered the School Belonging, Educational Motivation, and Mathematics Anxiety Scale. The results showed that school…

Research and education stakeholders in the United Kingdom (UK) acknowledge math anxiety as a detriment to learning math and associated with performance deficits, avoidance, and limiting career opportunities. Support approaches and strategies have typically focused on instruction and emotion regulation, but not necessarily in younger children using…

To examine the combined effects of maths anxiety (MA), maths self-efficacy (MSE), and maths interest (MI) on STEM career choice, we analysed self-report data from 7908 Twins Early Development Study participants, collected at ages 16 (MSE, MI), 18 (MA) and 21 (STEM career choice). When analysed in the same model, MSE did not independently predict…

Students' self-beliefs about mathematics, such as mathematics self-efficacy and mathematics anxiety, can interact with each other in the explanation of mathematics achievement. The present study aimed to identify mathematics self-belief profiles (derived from combinations of mathematics self-efficacy and mathematics anxiety) and their…

The undergraduate college years are a critical time when students are beginning to think seriously about their career interests, and it is critical that students have a positive outlook for their mathematical learning if they are going to pursue math-related STEM majors. The current research with 748 undergraduate math students found that the more…

Students with disabilities have scored well below their same-aged peers on national mathematics standardized tests for decades. This problem is compounded by special education teachers who lack strong content knowledge, experience math anxiety, and have poor self-confidence in their ability to teach math. This qualitative study explores three…

Early intervention and identity-building can promote the idea among students that everyone is a math person. Natalie Parker-Holliman and Tenisha Marcel-Herbert share practical tools and strategies that schools and teachers can use to build students' confidence and strengthen their mathematical foundation. They highlight the significance of culture…