Strategies for Math Anxiety Reduction: a systematic literature review

Abstract

Mathematical Anxiety (MA) can be defined as a set of negative attitudes and emotional reactions of fear and aversion to mathematics, which interfere in the manipulation of numbers and in the resolution of mathematical problems in everyday and academic situations. The scarcity of investigations on the reversion of MA stands out in the literature. In the present systematic review, we sought to identify, describe, and compare interventions to reduce MA present in the literature of the last five years. Empirical articles, available in peer-reviewed journals, were included. The search in the databases PsycInfo, CAPES, Scielo, and Web of Science, in three languages (English, Portuguese, and Spanish) resulted in 59 studies. After the removal of duplicate articles, and the analysis of abstracts regarding their potential eligibility, 13 articles were qualitatively analyzed. The analysis of the year and place of publication of the selected articles highlights the concentration of publications between 2019 and 2022 and the number of American publications. The articles were analyzed in terms of interventions, duration, and sample characteristics. Most studies applied cognitive-behavioral intervention. The results of seven studies showed a statistically significant reduction in MA after interventions. Only three studies applied follow-up. More empirical research in this area is necessary to consolidate interventions to reduce MA.

Math anxiety; Math anxiety reduction; Negative emotional reactions to math; Academic achievement; Elementary school student