Reframing Mathematics Anxiety: A Critical Literature Review of Instructional Practices in K-8 Classrooms

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Beliefs, Practices, and Identities: Reframing Mathematics Teaching Through a Human-Centered Lens

Abstract

This critical literature review investigates how K–8 mathematics instruction contributes to or disrupts math anxiety. Drawing on socio-constructivist, emotional, and critical education theories, it synthesizes over 50 empirical and conceptual studies. The review identifies three major themes: (1) traditional instruction often amplifies anxiety through speed and memorization; (2) concept-first and inquiry-based strategies foster confidence and engagement; and (3) emotionally safe classroom discourse promotes equity and belonging. The review proposes a conceptual model that positions emotional safety and conceptual depth as foundational to equitable math instruction. It offers implications for instructional design, teacher preparation, and education policy reforms to reduce anxiety and foster student agency in mathematics learning environments.

Authors

• Peter Damilare Idowu, Florida State University

• Kolawole Kushimo, University of Massachusetts - Dartmouth

• Olayinka Joshua Oyewole, Florida State University

• Oluwatosin Deborah Akande, King's college Lagos, Nigeria