Abstract: Mathematics anxiety constitutes a persistent psychological barrier that undermines learners’ engagement, persistence, and performance in mathematics across educational levels. While a growing body of research has examined the potential of technology-supported learning environments to address mathematics anxiety, the conceptual structure and psychological orientation of this literature have not yet been systematically synthesized from a bibliometric perspective. The present study provides a bibliometric and thematic review of peer-reviewed research on mathematics anxiety and technology-supported learning published between 1988 and 2025. Following PRISMA guidelines, publications indexed in Web of Science and Scopus were analyzed using Bibliometrix (R-Biblioshiny) to map publication trends, conceptual clusters, and international collaboration patterns. The results indicate a marked increase in research activity in recent years, accompanied by a progressive diversification of thematic emphases. Bibliometric evidence reveals a shift from predominantly performance-focused perspectives to psychologically informed frameworks that foreground self-efficacy, motivation, and affective regulation, while maintaining strong conceptual links with achievement-related outcomes. Collaboration networks further highlight a concentration of research activity in a limited number of high-income countries, alongside emerging contributions from other regions. By integrating bibliometric evidence with established psychological theory, this review clarifies how mathematics anxiety has been increasingly conceptualized within technology-enhanced learning contexts and underscores the importance of theoretically grounded, developmentally sensitive, and culturally inclusive research agendas for designing emotionally responsive digital learning environments.
Serin et al. (Tue,) studied this question.