An action research study on curriculum-aligned learning activities and middle school students’ experiences of mathematics anxiety

Mathematics anxiety is an educational concern that can negatively influence students’ engagement and achievement in mathematics. This study explored changes in fifth-grade students’ mathematics anxiety and learning experiences during the implementation of curriculum-aligned, interactive mathematics learning activities. Drawing on a socio-cultural perspective, the study also examined how peer interaction, collaborative participation, and mediational tools supported students’ engagement in learning. The study was conducted with 21 fifth-grade students attending a public middle school. A mixed-methods action research design was employed. Quantitative data were analyzed using descriptive statistics and a paired-samples t test, while qualitative data were examined through thematic analysis. Data collection tools included the Mathematics Anxiety Scale, classroom observations, student reflection notes, and group discussions. Quantitative findings indicated a modest decrease in mathematics anxiety scores from pre-test to post-test; however, this difference was not statistically significant. Qualitative findings revealed that students responded positively to manipulative-based activities, educational games, and technology-enhanced learning experiences. Themes related to collaboration, peer support, and engagement with instructional tools suggested that the students experienced mathematics as interactive, supportive, and accessible. Given the single-group pre-test/post-test design, quantitative findings should be interpreted as descriptive indicators of change rather than evidence of causal intervention effects. The findings suggest that student-centered, interactive, and material-supported instructional practices may contribute to supportive learning environments. From a socio-cultural perspective, manipulatives, games, and digital resources functioned as mediational tools that supported shared meaning-making, while peer interaction and collaboration appeared to foster students’ confidence and willingness to engage in mathematical tasks.