Teachers’ Strategies and the Needed Interventions for Alleviating Mathematics Anxiety among Students
DOI:
https://doi.org/10.5281/zenodo.20229105Keywords:
Math anxiety, teachers’ strategies, interventions, instructional strategies, academic interventions, behavioral interventionsAbstract
Mathematics anxiety is a prevalent issue that negatively impacts students' academic performance in mathematics. This study aimed to address this issue by examining the different mathematical anxieties observed by teachers, the strategies used to reduce them, and the needed interventions to alleviate them. Using a qualitative research design, data were collected from mathematics teachers and stakeholders through semi-structured interviews and surveys, respectively. Thematic analysis revealed three major types of mathematics anxiety: test anxiety, numerical anxiety, and anxiety toward the course of mathematics. Teachers used various strategies, which include 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.
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