Mitigating math anxiety and improving math achievement in K-12 students: an extended literature review
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Mitigating math anxiety and improving math achievement in K-12 students: an extended literature review

Yifei Du 1*
1 University of Glasgow, Glasgow, UK
*Corresponding author: yifeidu2025@163.com
Published on 27 August 2025
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JEEPS Vol.3 Issue 3
ISSN (Print): 3049-7256
ISSN (Online): 3049-7248
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Abstract

Mathematics anxiety is a widespread issue among K-12 students, often impairing their mathematical performance and long-term academic development. This study aims to explore the inverse relationship between math anxiety and achievement, drawing on nearly a decade of global research. Using thematic analysis and an interpretivist approach, the study reviews key internal factors such as self-efficacy and cognitive load, as well as external influences including parents, teachers, and educational policies. The findings reveal a consistent negative correlation between math anxiety and achievement across diverse cultural contexts. Moreover, countries with supportive educational environments, particularly in parts of Europe, report relatively lower levels of student math anxiety. Based on these insights, the study outlines targeted strategies to alleviate math anxiety, including parental support reforms, teacher training, and policy adjustments. It also discusses the feasibility of adapting successful international approaches to the Chinese educational context. These findings offer practical guidance for educators and policymakers aiming to reduce math anxiety and improve math outcomes in K-12 education systems worldwide.

Keywords:

mathematics anxiety, math achievement, K-12 education

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Du,Y. (2025). Mitigating math anxiety and improving math achievement in K-12 students: an extended literature review. Journal of Education and Educational Policy Studies,3(3),56-63.

References

[1]. Thanheiser, E. (2023). What is the mathematics in mathematics education?The Journal of Mathematical Behavior, 70, Article 101033.

[2]. OECD. (2019). Education policy outlook 2019: Working together to help students achieve their potential. OECD Publishing.

[3]. Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity.Learning and Individual Differences, 48, 45–53.

[4]. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta‐analysis of the relation between math anxiety and math achievement.Psychological Bulletin, 147(2), 134.

[5]. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84(2), 191–215.

[6]. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.Cognitive Science, 12(2), 257–285.

[7]. Clarke, V., & Braun, V. (2017). Thematic analysis.The Journal of Positive Psychology, 12(3), 297–298.

[8]. Goldkuhl, G. (2012). Pragmatism vs interpretivism in qualitative information systems research.European Journal of Information Systems, 21(2), 135–146.

[9]. Sitopu, J. W., Khairani, M., Roza, M., Judijanto, L., & Aslan, A. (2024). The importance of integrating mathematical literacy in the primary education curriculum: A literature review.International Journal of Teaching and Learning, 2(1), 121–134.

[10]. Spielberger, C. D., Gonzalez-Reigosa, F., Martinez-Urrutia, A., Natalicio, L. F., & Natalicio, D. S. (1971). The state-trait anxiety inventory.Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 5(3–4), 145–158.

[11]. MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature.Language Learning, 41(1), 85–117.

[12]. McAuliffe, J., & Trueblood, C. R. (1986). The relationship between trait anxiety and mathematics anxiety.Journal of Instructional Psychology, 13(1), 24–28.

[13]. Grežo, M., & Sarmány-Schuller, I. (2018). Mathematics anxiety: Trait or state?Studia Psychologica, 60(4), 246–261.

[14]. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety.Journal for Research in Mathematics Education, 21(1), 33–46.

[15]. Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety.Psychology Research and Behavior Management, 11, 311–322.

[16]. Szczygieł, M., Pizło, K., & Wysocka, E. (2024). Developmental trajectories of math anxiety: Evidence from a longitudinal study in Poland.Journal of Educational Psychology. Advance online publication.

[17]. Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability.Assessment, 10(2), 178–182.

[18]. Primi, C., Busdraghi, C., Tomasetto, C., Morsanyi, K., & Chiesi, F. (2014). Measuring math anxiety in Italian college and high school students: Validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS).Learning and Individual Differences, 34, 51–59.

[19]. Orbach, L., Herzog, M., & Fritz, A. (2020). Relation between mathematics anxiety and mathematics performance in secondary school students: A meta-analytic investigation.Educational Studies in Mathematics, 103(1), 1–22.

[20]. Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon.Current Directions in Psychological Science, 26(1), 52–58.

[21]. Kuhl, P., Landerl, K., & Schlösser, J. (2019). The impact of emotional factors on math achievement: A longitudinal study.Learning and Instruction, 61, 115–126.

[22]. Al Mutawah, M. A. (2015). The influence of mathematics anxiety in middle and high school students on mathematics achievement.International Education Studies, 8(11), 239–252.

[23]. Mutlu, Y. (2019). Math anxiety in elementary school students: An exploratory study.International Electronic Journal of Elementary Education, 11(5), 469–480.

[24]. Yu, R., Zhang, Y., & He, J. (2024). Exploring math anxiety in China’s education system.Educational Psychology International, 12(1), 99–115.

[25]. Zhang, Y., He, J., & Wu, L. (2019). Academic pressure and math anxiety in Chinese schools.Journal of Educational Research, 37(2), 120–136.

[26]. Aldrup, K., Klusmann, U. & Lüdtke, O. (2020). Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?.Journal of Educational Psychology. 112(4), pp. 735-750.

[27]. Timmerman, M. E., van der Maas, H. L. J., & Wijngaards-de Meij, L. D. (2017). The relation between self-concept and math performance: A longitudinal study.Journal of Educational Psychology, 109(7), 1011–1025.

[28]. Passolunghi, M.C., De Vita, C. & Pellizzoni, S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training.Developmental Science. 23(6), article no: e12964.

[29]. Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2018). Teachers’ math anxiety predicts girls’ math achievement.Developmental Psychology, 54(10), 1813–1826.

[30]. Ramirez, G., Chang, H., & Beilock, S. L. (2018). Math anxiety as a factor in STEM learning and achievement.Policy Insights from the Behavioral and Brain Sciences, 5(2), 158–166.

[31]. Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance.Journal of Experimental Psychology: General, 130(2), 224–237.

[32]. Wang, Y., Wu, L., & Zhao, Z. (2022). Effects of the double reduction policy on students’ mental health.China Journal of Psychology, 54(2), 88–102.

[33]. Liu, L., Zhang, J., & Wang, R. (2020). The urban-rural education gap and student well-being in China.Chinese Education & Society, 53(2), 77–94.

[34]. Ministry of Education of China. 2021. Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Compulsory Education Students. [Online]. [Accessed 16 August 2024]. Available from: https: //www.gov.cn/zhengce/2021-07/24/content_5627132.htm

[35]. Song, Y. (2022). Campus-based tutoring: A new trend under China’s double reduction policy.Educational Research Monthly, 6, 55–60.

[36]. Xue, Y., & Li, M. (2023). Exploring the impact of after-school programs under the double reduction policy.China Education Review, 39(3), 45–60.

[37]. Buchner, T., Goral, G., & Shevlin, M. (2020). Professional development of inclusive education in Central and Eastern Europe: A scoping review.European Journal of Special Needs Education, 35(5), 620–635.

[38]. Cave, P. (2024). Japanese education reform and the challenge of well-being.Oxford Review of Education, 50(2), 223–241.

[39]. Entrich, S. R., & Entrich, C. (2018). Japanese supplementary education and its impact on student performance. Compare:A Journal of Comparative and International Education, 48(6), 845–862.

[40]. Choi, Y. J., & Cho, S. J. (2016). Shadow education in South Korea: The rise and fall of the no-cram policy.Comparative Education Review, 60(3), 457–480.

[41]. Law, W. W. (2014). Globalization, values education and school curriculum reform in China.The Asia-Pacific Education Researcher, 23(4), 735–743.

[42]. Wada, M., & Burnett, G. (2011). A review of Japanese education reform.Journal of Education Policy, 26(3), 309–324.

References

[1]. Thanheiser, E. (2023). What is the mathematics in mathematics education?The Journal of Mathematical Behavior, 70, Article 101033.

[2]. OECD. (2019). Education policy outlook 2019: Working together to help students achieve their potential. OECD Publishing.

[3]. Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity.Learning and Individual Differences, 48, 45–53.

[4]. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta‐analysis of the relation between math anxiety and math achievement.Psychological Bulletin, 147(2), 134.

[5]. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84(2), 191–215.

[6]. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.Cognitive Science, 12(2), 257–285.

[7]. Clarke, V., & Braun, V. (2017). Thematic analysis.The Journal of Positive Psychology, 12(3), 297–298.

[8]. Goldkuhl, G. (2012). Pragmatism vs interpretivism in qualitative information systems research.European Journal of Information Systems, 21(2), 135–146.

[9]. Sitopu, J. W., Khairani, M., Roza, M., Judijanto, L., & Aslan, A. (2024). The importance of integrating mathematical literacy in the primary education curriculum: A literature review.International Journal of Teaching and Learning, 2(1), 121–134.

[10]. Spielberger, C. D., Gonzalez-Reigosa, F., Martinez-Urrutia, A., Natalicio, L. F., & Natalicio, D. S. (1971). The state-trait anxiety inventory.Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 5(3–4), 145–158.

[11]. MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature.Language Learning, 41(1), 85–117.

[12]. McAuliffe, J., & Trueblood, C. R. (1986). The relationship between trait anxiety and mathematics anxiety.Journal of Instructional Psychology, 13(1), 24–28.

[13]. Grežo, M., & Sarmány-Schuller, I. (2018). Mathematics anxiety: Trait or state?Studia Psychologica, 60(4), 246–261.

[14]. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety.Journal for Research in Mathematics Education, 21(1), 33–46.

[15]. Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety.Psychology Research and Behavior Management, 11, 311–322.

[16]. Szczygieł, M., Pizło, K., & Wysocka, E. (2024). Developmental trajectories of math anxiety: Evidence from a longitudinal study in Poland.Journal of Educational Psychology. Advance online publication.

[17]. Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability.Assessment, 10(2), 178–182.

[18]. Primi, C., Busdraghi, C., Tomasetto, C., Morsanyi, K., & Chiesi, F. (2014). Measuring math anxiety in Italian college and high school students: Validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS).Learning and Individual Differences, 34, 51–59.

[19]. Orbach, L., Herzog, M., & Fritz, A. (2020). Relation between mathematics anxiety and mathematics performance in secondary school students: A meta-analytic investigation.Educational Studies in Mathematics, 103(1), 1–22.

[20]. Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon.Current Directions in Psychological Science, 26(1), 52–58.

[21]. Kuhl, P., Landerl, K., & Schlösser, J. (2019). The impact of emotional factors on math achievement: A longitudinal study.Learning and Instruction, 61, 115–126.

[22]. Al Mutawah, M. A. (2015). The influence of mathematics anxiety in middle and high school students on mathematics achievement.International Education Studies, 8(11), 239–252.

[23]. Mutlu, Y. (2019). Math anxiety in elementary school students: An exploratory study.International Electronic Journal of Elementary Education, 11(5), 469–480.

[24]. Yu, R., Zhang, Y., & He, J. (2024). Exploring math anxiety in China’s education system.Educational Psychology International, 12(1), 99–115.

[25]. Zhang, Y., He, J., & Wu, L. (2019). Academic pressure and math anxiety in Chinese schools.Journal of Educational Research, 37(2), 120–136.

[26]. Aldrup, K., Klusmann, U. & Lüdtke, O. (2020). Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?.Journal of Educational Psychology. 112(4), pp. 735-750.

[27]. Timmerman, M. E., van der Maas, H. L. J., & Wijngaards-de Meij, L. D. (2017). The relation between self-concept and math performance: A longitudinal study.Journal of Educational Psychology, 109(7), 1011–1025.

[28]. Passolunghi, M.C., De Vita, C. & Pellizzoni, S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training.Developmental Science. 23(6), article no: e12964.

[29]. Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2018). Teachers’ math anxiety predicts girls’ math achievement.Developmental Psychology, 54(10), 1813–1826.

[30]. Ramirez, G., Chang, H., & Beilock, S. L. (2018). Math anxiety as a factor in STEM learning and achievement.Policy Insights from the Behavioral and Brain Sciences, 5(2), 158–166.

[31]. Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance.Journal of Experimental Psychology: General, 130(2), 224–237.

[32]. Wang, Y., Wu, L., & Zhao, Z. (2022). Effects of the double reduction policy on students’ mental health.China Journal of Psychology, 54(2), 88–102.

[33]. Liu, L., Zhang, J., & Wang, R. (2020). The urban-rural education gap and student well-being in China.Chinese Education & Society, 53(2), 77–94.

[34]. Ministry of Education of China. 2021. Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Compulsory Education Students. [Online]. [Accessed 16 August 2024]. Available from: https: //www.gov.cn/zhengce/2021-07/24/content_5627132.htm

[35]. Song, Y. (2022). Campus-based tutoring: A new trend under China’s double reduction policy.Educational Research Monthly, 6, 55–60.

[36]. Xue, Y., & Li, M. (2023). Exploring the impact of after-school programs under the double reduction policy.China Education Review, 39(3), 45–60.

[37]. Buchner, T., Goral, G., & Shevlin, M. (2020). Professional development of inclusive education in Central and Eastern Europe: A scoping review.European Journal of Special Needs Education, 35(5), 620–635.

[38]. Cave, P. (2024). Japanese education reform and the challenge of well-being.Oxford Review of Education, 50(2), 223–241.

[39]. Entrich, S. R., & Entrich, C. (2018). Japanese supplementary education and its impact on student performance. Compare:A Journal of Comparative and International Education, 48(6), 845–862.

[40]. Choi, Y. J., & Cho, S. J. (2016). Shadow education in South Korea: The rise and fall of the no-cram policy.Comparative Education Review, 60(3), 457–480.

[41]. Law, W. W. (2014). Globalization, values education and school curriculum reform in China.The Asia-Pacific Education Researcher, 23(4), 735–743.

[42]. Wada, M., & Burnett, G. (2011). A review of Japanese education reform.Journal of Education Policy, 26(3), 309–324.

Cite this article

Du,Y. (2025). Mitigating math anxiety and improving math achievement in K-12 students: an extended literature review. Journal of Education and Educational Policy Studies,3(3),56-63.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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Journal: Journal of Education and Educational Policy Studies

Volume number: Vol.3
Issue number: Issue 3
ISSN: 3049-7248(Print) / 3049-7256(Online)

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