Mathematics anxiety is a prevalent issue that negatively affects students' academic performance in mathematics. This study aimed to address this concern by examining the different types of mathematical anxiety observed by teachers, the strategies they use to reduce it, and the interventions needed to alleviate it. Using a qualitative research design, data were collected from mathematics teachers and stakeholders through semi-structured interviews and surveys. Thematic analysis revealed three major types of mathematics anxiety: test anxiety, numerical anxiety, and anxiety toward the course of mathematics. Teachers employed various strategies, such as creating a positive learning environment, step-by-step guided instruction, game-based and activity-based learning, brain breaks, and encouraging student participation and autonomy, to help students overcome their anxiety. Additionally, proposed interventions were identified across instructional, behavioral, and academic domains. Instructional strategies include creating a supportive environment, using engaging and interactive teaching methods, and fostering a growth mindset. Behavioral interventions include mindfulness practices, brain breaks, and building strong teacher-student relationships. Academically, the interventions include addressing foundational skill gaps and establishing institutional support systems such as tutoring and emotional counseling to ensure comprehensive student support. This study emphasized the need for continuous efforts in developing effective instructional methods and support systems to promote a more positive and inclusive learning experience in mathematics.
Darwin Tohoy (Sat,) studied this question.
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