The aim of this study is to examine studies on mathematics teaching anxiety thematically. For this purpose, 44 research articles on mathematics teaching anxiety published between 2000-2020 were examined. Studies were collected through document review and evaluated in terms of publication year, sample type, method, data collection tools, purpose and results. The data obtained was analyzed with the method of content analysis and presented in tables and graphs together with their frequencies. As a result of the study, it was determined that the most studies on mathematics teaching anxiety were conducted between 2018-2020, more studies were carried out with pre-service teachers, quantitative research methods were used more, and scale was mostly preferred as a measurement tool. The differences and similarities between the studies were determined by their purposes and results, and suggestions were made for further studies.