MINI REVIEW article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1656419
The effect of teaching approaches and curriculum designs in reducing mathematics anxiety
Provisionally accepted
- school of mathematics, University of Birmingham, Birmingham, United Kingdom
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
In recent years, reducing students' mathematics anxiety has become an objective to improve teaching quality and reduce academic stress. Mathematics anxiety is the feeling of tension or fear when students are dealing with mathematical tasks. These negative emotions may hinder students' learning efficiency and lead to lower academic achievement. This study aims to analyze the roles of teaching approaches and curriculum designs in reducing mathematics anxiety. Furthermore, this study followed the PRISMA guidelines and screened 35 relevant literature sources from Google Scholar, Web of Science, and Scopus for data analysis. According to the analysis, teachers use flat teaching and the REACT model to promote students' engagement and confidence. Specifically, REACT is an acronym for relating, experiencing, applying, cooperating, and transferring. In contrast, teachers should design application-oriented and experiential curriculums to connect mathematics with realworld contexts through practical exercises. By reading this study, teachers can better understand the concept of mathematics anxiety and its impact on students' learning. Peer researchers can also identity the limitations of the literature in this area.
Keywords: Mathematics anxiety, teaching approaches, Curriculum Design, Students, teachers
Received: 30 Jun 2025; Accepted: 25 Jul 2025.
Copyright: © 2025 Ma. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yu Fei Ma, school of mathematics, University of Birmingham, Birmingham, United Kingdom
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.