Mitigating math anxiety and improving math achievement in K-12 students: an extended literature review

Mathematics anxiety is a widespread issue among K-12 students, often impairing their mathematical performance and long-term academic development. This study aims to explore the inverse relationship between math anxiety and achievement, drawing on nearly a decade of global research. Using thematic analysis and an interpretivist approach, the study reviews key internal factors such as self-efficacy and cognitive load, as well as external influences including parents, teachers, and educational policies. The findings reveal a consistent negative correlation between math anxiety and achievement across diverse cultural contexts. Moreover, countries with supportive educational environments, particularly in parts of Europe, report relatively lower levels of student math anxiety. Based on these insights, the study outlines targeted strategies to alleviate math anxiety, including parental support reforms, teacher training, and policy adjustments. It also discusses the feasibility of adapting successful international approaches to the Chinese educational context. These findings offer practical guidance for educators and policymakers aiming to reduce math anxiety and improve math outcomes in K-12 education systems worldwide.