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This systematic literature review evaluates how technological interventions influence mathematics anxiety and shape more positive learning experiences. Findings show a mixed pattern: online distance education can increase anxiety, whereas game-based learning and digital tools tend to reduce students’ mathematics anxiety levels. 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(2024) . The role of technology in reducing mathematics anxiety in primary school students.  \nContemporary Educational Technology, 16(3), ep517. [https://doi.org/10.30935/cedtech/14717](https://doi.org/10.30935/cedtech/14717)  \nARTICLE INFO ABSTRACT  \n\n| Received: 17 Mar 2024\u003Cbr>Accepted: 24 Apr 2024 | 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 mixed picture, where learning mathematics through online distance education increases mathematics anxiety, especially among primary school students, while interventions such as game-based learning and digital tools show positive results in reducing students’ mathematics anxiety levels. Additionally, the results of this study contribute to ongoing discussions on effective strategies to reduce mathematics anxiety and improve mathematics education through the integration of technology, providing new understanding among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments. Using technology to reduce mathematics anxiety and increase student achievement emphasizes the importance of collaborative efforts.\u003Cbr>Keywords: mathematics anxiety, technology, digital tools, primary school students, positive attitudes towards mathematics |\n| --- | --- |\n| INTRODUCTION |  |\n\nMathematics anxiety, commonly understood as a negative emotional reaction and nervousness when presented with mathematical tasks, is a common problem affecting students of all ages and proficiency levels (Ashcraft & Krause, 2007; Dowker et al., 2016). This troubling phenomenon can negatively impact educational performance, learning, and even career aspirations in mathematics-related industries.  \nMathematics anxiety not only hinders academic performance of students, but also weakens individuals’confidence and dispositions towards mathematics and potentially impedes their educational and career trajectories (Hembree, 1990) . It is especially a major problem among primary school children reducing their confidence in their mathematical abilities in early learning experiences (Ersozlu et al., 2022) . Research suggests that mathematics anxiety can emerge as early as the primary school years and is often influenced by factors such as individual cognitive abilities, past experiences, and classroom environments (Dowker et al., 2016; Ersozlu et al., 2022). For many students, negative experiences or perceived difficulties with mathematics can contribute to the development of mathematics anxiety from a very young age (Maloney et al., 2015) . The consequences of mathematics anxiety in primary schools not only affect academic results, but also students’attitudes towards mathematics and their future educational and career aspirations (Hembree, 1990) . Children experiencing mathematics anxiety may avoid or choose to stay away from mathematics activities, supporting a vicious cycle and leading to more anxiety.  \nIn response to the challenges caused by mathematics anxiety, educators and researchers have explored a variety of interventions aimed at supporting elementary school students. These interventions range from  \nimplementing strategies that foster a supportive learning environment to the integration of technology-based tools and resources (Bawa, 2019; Zainuddin et al., 2019) .  \nIt","cbCaikBtS1Fse5ZU","https://ap.wps.com/l/cbCaikBtS1Fse5ZU","pdf",241997,11,"English","# Abstract\n# Introduction\n## Mathematics anxiety as an educational problem\n## Technology as an intervention in mathematics education","[{\"question\":\"What problem does the article focus on regarding primary school students?\",\"answer\":\"It focuses on mathematics anxiety, described as a negative emotional reaction and nervousness when facing mathematical tasks in primary education.\"},{\"question\":\"How does technology affect mathematics anxiety, according to the review findings?\",\"answer\":\"The review reports mixed results: online distance education can increase anxiety, while game-based learning and digital tools show positive effects in reducing students’ anxiety levels.\"},{\"question\":\"What kinds of technology-supported interventions are discussed as potentially beneficial?\",\"answer\":\"The article highlights interactive software, simulations, educational games, and online resources that create engaging learning experiences and help demystify abstract concepts.\"}]","The role of technology in reducing mathematics anxiety in primary school students - review article | PDF",1792090593,28]