Math Anxiety and Instruction: Bridging the Gap Through a Psychosociological Lens

Justin Heenan

doi:10.53103/cjess.v6i4.520

Authors

Justin Heenan Trent University, Canada

DOI:

https://doi.org/10.53103/cjess.v6i4.520

Keywords:

Mathematics Anxiety, Psychosociology, Math Instruction, Anxiety, Math Education, Sociology, Educational Psychology, Cognition and Learning

Abstract

Math anxiety is a pervasive phenomenon impacting learners across various educational levels, influencing cognitive functioning, emotional well-being, and long-term academic outcomes. This literature review synthesizes 58 sources to examine math anxiety through a psychosociological lens, integrating psychological, cognitive, and sociocultural perspectives. Findings highlight the multifaceted nature of math anxiety, including its impact on working memory, problem-solving, and academic achievement, as well as the role of family, peers, and classroom environments in shaping students’ attitudes and experiences. Instructional coaching, leadership, and evidence-based pedagogical strategies emerge as critical supports for mitigating anxiety, promoting confidence, and fostering inclusive mathematics learning. Gaps in the literature include limited research on long-term intervention efficacy, the role of math coaching, and the interaction of sociocultural factors with individual differences. By bridging research and practice, this review provides guidance for educators and scholars to develop holistic, student-centered approaches that enhance mathematical competence, engagement, and resilience.

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References

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