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A scoping approach was used to locate relevant literature, followed by a thematic method to analyze and group findings across selected studies. Fourteen articles published between 2014 and 2022 were reviewed, with most studies using mixed-methods designs. Results indicate that mindfulness strategies, sustained exposure with support, and attention to affective factors—including distractions, negative emotions, and motivation—can lower students’ mathematics anxiety.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reducing-mathematics-anxiety-in-the-classroom-special-issue-nga-timatanga-hou-fresh-perspectives-on-education/580447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reducing-mathematics-anxiety-in-the-classroom-special-issue-nga-timatanga-hou-fresh-perspectives-on-education/580447.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the review about mathematics anxiety?","Question",{"text":112,"@type":113},"It aims to analyze empirical studies on ways to reduce mathematics anxiety in the classroom.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were studies located and analyzed in the review?",{"text":117,"@type":113},"A scoping process located the literature, and a thematic method was used to analyze and group data from the studies.",{"name":119,"@type":110,"acceptedAnswer":120},"Which strategies does the review suggest can reduce mathematics anxiety levels?",{"text":121,"@type":113},"The review highlights mindfulness strategies, sustained exposure with support, and addressing affective factors such as distractions, negative emotions, and motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580447,1792037635,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Teachers and Curriculum, Volume 23 Issue 1, 2023: Special Issue: Ngā Timatanga Hou: Fresh perspectives on education  \nReducing mathematics anxiety in the classroom  \nChristine Anne Bautista  \nSpecial Issue Editors: Jessica Cira Rubin and Katie Arihia Virtue  \nTo cite this article: Bautista, C. A. (2023) . Reducing mathematics anxiety in the classroom. Teachers and  \nCurriculum, 23(1), 79–88. [https://doi.org/10.15663/tandc.v23i1.427](https://doi.org/10.15663/tandc.v23i1.427)  \nTo link to this volume: [https://doi.org/10.15663/tandc.v23i1](https://doi.org/10.15663/tandc.v23i1)  \nCopyright of articles  \nAuthors retain copyright of their publications.  \nArticles are subject to the Creative commons license: [https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode](https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode)  \n[Summary of the Creative Commons license.](Summary of the Creative Commons license.)  \nAuthor and users are free to  \nShare—copy and redistribute the material in any medium or format  \nAdapt—remix, transform, and build upon the material  \nThe licensor cannot revoke these freedoms as long as you follow the license terms.  \nUnder the following terms  \nAttribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use  \nNon-Commercial—You may not use the material for commercial purposes  \nShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original  \nNo additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.  \nOpen Access Policy  \nThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.  \nREDUCING MATHEMATICS ANXIETY IN THE CLASSROOM  \nCHRISTINE ANNE BAUTISTA  \nRototuna Junior High School Aotearoa New Zealand  \nAbstract  \nThe 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 arepresented.  \nKeywords  \nMathematics anxiety; reducing mathematics anxiety; mathematics pedagogy  \nIntroduction  \nIn education, student achievement in maths does not solely rely on the students’ abilities, but on their attitudes as well (Maloney, 2016). Succeeding in mathematics (maths, hereafter) is positively related to the enjoyment of the subject (Goetz et al., 2006); clearly, it is important for students to have positive emotions towards maths. However, students’ negative emotions towards maths has increased over time (Villavicencio & Bernardo, 2016), which has brought attention to the causes and effects of maths anxiety.  \nMaths anxiety is considered a global phenomenon and is exhibited by students in many societies (OECD, 2013) . Maths anxiety is defined as an adverse emotional reaction and fear of situations involving maths (Ashcraft & Moore, 2009; Richardson & Suinn, 1972) . The symptoms of maths anxiety can be physical, such as experiencing sweaty palms; and psychological, such as feeling dread and depressed because of maths (Ma, 1999) .  \nResearch has shown that maths anxiety results from the way maths is taught to students and not","cbCaij24vHLvAPue","https://ap.wps.com/l/cbCaij24vHLvAPue","pdf",618257,11,"English","# Abstract\n# Keywords\n# Introduction\n## Mathematics achievement and attitudes\n## Definition, symptoms, and global nature of math anxiety\n## Classroom causes and downstream effects\n# Aim and positionality","[{\"question\":\"What is the purpose of the review about mathematics anxiety?\",\"answer\":\"It aims to analyze empirical studies on ways to reduce mathematics anxiety in the classroom.\"},{\"question\":\"How were studies located and analyzed in the review?\",\"answer\":\"A scoping process located the literature, and a thematic method was used to analyze and group data from the studies.\"},{\"question\":\"Which strategies does the review suggest can reduce mathematics anxiety levels?\",\"answer\":\"The review highlights mindfulness strategies, sustained exposure with support, and addressing affective factors such as distractions, negative emotions, and motivation.\"}]","Reducing mathematics anxiety in the classroom - Special Issue Ngā Timatanga Hou - Fresh perspectives on education | PDF",28]