ESP-3301

Published

2025-05-21

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Vol. 10 No. 5 (2025): Published

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Research Articles

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Copyright (c) 2025 Richard N. Verdeflor, Vilma P. Gayrama, Jenette R. Cabalbag, Ruth T. Sabonsolin, Naneta M. Panit, Wilma G. Aquino, Joel R. Sintos

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How to Cite

N. Verdeflor, R., P. Gayrama, V., R. Cabalbag, J., T. Sabonsolin, R., M. Panit, N., G. Aquino, W., & R. Sintos, J. (2025). Fear of numbers: How learners overcome mathematics anxiety through positive teaching practices and instructional intervention. Environment and Social Psychology, 10(5), ESP-3301. https://doi.org/10.59429/esp.v10i5.3301

Fear of numbers: How learners overcome mathematics anxiety through positive teaching practices and instructional intervention

Richard N. Verdeflor

College of Education, Northwest Samar State University (Main Campus) Calbayog City, 6710, Philippines

Vilma P. Gayrama

School of Teacher Education, Biliran Province State University- Biliran Campus, Biliran Province, 6566, Philippines

Jenette R. Cabalbag

College of Teacher Education, Zamboanga Peninsula Polytechnic State University, Zamboanga City, 7000, Philippines

Ruth T. Sabonsolin

School of Arts and Sciences; School of Graduate Studies, 6565, Philippines

Naneta M. Panit

School of Teacher Education, Biliran Province State University- Biliran Campus, Biliran Province, 6566, Philippines

Wilma G. Aquino

Gadgaran Integrated School, Department of Education, Calbayog City, 6710, Philippines

Joel R. Sintos

College of Arts & Sciences, Samar State University (Main Campus) City of Catbalogan, 6700, Philippines


DOI: https://doi.org/10.59429/esp.v10i5.3301


Keywords: classroom management; instructional practices; mathematics anxiety; teacher-student relationship

Abstract

Mathematics anxiety is a common and distressing issue among students that significantly affects their attitudes and performance in mathematics. It is characterized by feelings of tension, fear, and concern when dealing with math tasks, and these emotions can impair cognitive processing and problem-solving abilities. Effective classroom management and positive teacher-student relationships are critical in mitigating mathematics anxiety. This paper explored the experiences of high school students in classrooms that reduced their anxiety in mathematics. High school students (n=16) were purposively sampled to be interviewed in this study. Students’ narratives indicated that when teachers demonstrated understanding, created an inclusive environment, and expressed confidence and enthusiasm about the subject, students felt safe to engage with the material without the fear of embarrassment. This supportive atmosphere encouraged active participation, normalized mistakes, and promoted a growth mindset, ultimately reducing anxiety. This approach not only built students’ confidence but also created a sense of community, making students feel less isolated in their difficulties with math. Three major strategies were identified: simplification, collaboration, and interactive learning. Simplification involved breaking down complex topics into manageable steps, which helped reduce anxiety and improve understanding. Collaboration highlighted the benefits of group work, where peer support and discussion facilitated a communal learning experience and reduced anxiety around problem-solving. Interactive learning focused on engaging students through practical applications and real-world scenarios, making math more relevant and less abstract. These strategies contributed to a more positive learning experience by making math more accessible and encouraging active participation.

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