Annisa Qadri Tanjung, Slamet Arifin, Siti Faizah

Mathematics anxiety in primary education: A systematic review of foundations, causes, and interventions

Introduction

Mathematics anxiety in primary education: a systematic review of foundations, causes, and interventions. Systematic review analyzes mathematics anxiety (MA) in primary education, exploring its theoretical foundations, causes (cognitive, gender, curriculum), and effective interventions (pedagogical, psychological, tech). Mitigate MA & boost confidence.

Abstract

Mathematics anxiety (MA) is a common issue in primary education, negatively impacting students' academic performance, motivation, and confidence in mathematics. This study addresses existing gaps by systematically analyzing global trends, theoretical foundations, causes, and effective interventions for MA. A systematic literature review (SLR) was conducted using PRISMA guidelines, which included the stages of identification, screening, eligibility, and inclusion. Articles analyzed from the Scopus database were published between 2014 and 2024. The findings reveal a significant rise in MA research in recent years, with major contributions from China and the UK. Key theoretical foundations include anxiety and cognitive load theories, emphasizing the interplay between emotional and cognitive factors in MA development. Major causes of MA include cognitive limitations, gender, and curriculum. Effective interventions involve pedagogical approaches, psychological strategies, teacher support, and technology integration. These approaches include active learning, mindfulness techniques, and the use of interactive digital tools. This study highlights the importance of collaboration among educators, policymakers, and researchers to mitigate MA's impact and foster positive mathematical experiences for primary school students.

Review

This systematic review addresses a crucial issue in primary education: mathematics anxiety (MA), a condition with documented negative impacts on students' academic performance, motivation, and confidence. The study's scope is commendably comprehensive, aiming to systematically analyze global research trends, theoretical underpinnings, causal factors, and effective interventions for MA. Utilizing a robust systematic literature review methodology adhering to PRISMA guidelines, the authors meticulously screened articles from the Scopus database published between 2014 and 2024, ensuring a contemporary and relevant synthesis of the literature. This rigorous approach sets a strong foundation for the reliability and validity of its findings. The findings reveal several significant insights. There has been a notable surge in MA research in recent years, with China and the UK emerging as leading contributors, underscoring the global relevance of this issue. Theoretically, the study highlights the prominence of anxiety and cognitive load theories, emphasizing the intricate interplay between emotional distress and cognitive overload in the development of MA. Major causes identified include cognitive limitations, gender differences, and curriculum design, offering clear areas for targeted intervention. Encouragingly, the review synthesizes effective interventions across various domains: pedagogical approaches like active learning, psychological strategies such as mindfulness, enhanced teacher support, and the strategic integration of technology, including interactive digital tools. Overall, this systematic review provides an invaluable contribution to the field by synthesizing a decade of research on MA in primary education. Its elucidation of theoretical foundations, causes, and effective interventions offers a critical roadmap for researchers, practitioners, and policymakers alike. The study's concluding emphasis on the necessity of collaboration among educators, policymakers, and researchers is particularly pertinent. By consolidating current knowledge and highlighting actionable strategies, this work serves as a powerful call to action, aiming to mitigate the detrimental effects of MA and foster more positive and effective mathematical learning experiences for young students globally.

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