MATHEMATICS ANXIETY IN SECONDARY LEARNERS: FACTORS, INTERVENTIONS, AND RESILIENCE STRATEGIES

Abstract

Mathematics plays a vital role in the economic, scientific, and technological advancement of modern societies and, consequently, remains a central component of educational curricula worldwide. Despite its importance, mathematics anxiety has long been recognised as a significant barrier to student achievement, particularly during the secondary school years when learners face abstract reasoning, standardised assessments, and heightened societal expectations. Mathematics anxiety is often described as fear, avoidance, and aversion toward mathematics. It is frequently conceptualised as a phobia that triggers negative responses to learning or performing mathematical tasks, ultimately hindering academic performance. However, in the 21st century, this problem has become more pronounced due to technological integration, changing pedagogical practices, and global educational demands. Addressing this issue is crucial to helping students reach their maximum academic potential. The present study explores the multidimensional factors that contribute to mathematics anxiety among secondary learners. Moreover, it highlights evidence-based strategies for teachers to use to mitigate mathematics anxiety and foster mathematical resilience and positive attitudes towards the subject among secondary learners. Drawing on secondary sources, the paper synthesises existing research to identify contributing factors and propose evidence-based strategies to address mathematics anxiety. By focusing on strategies that reduce anxiety and strengthen learners’ problem-solving abilities, the paper ultimately aims to improve mathematical outcomes and reduce educational gaps in secondary education.

Keywords

mathematics anxiety, strategies, mathematical resilience, and secondary stage learners.

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To cite this article

Hem Prasad Sharma, & Narender Singh. (2025). Mathematics Anxiety in Secondary Learners: Factors, Interventions, and Resilience Strategies. Sparkling International Journal of Multidisciplinary Research Studies, 8(4), 16-30.