Mitigating math anxiety and improving math achievement in K-12 students: an extended literature review
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Key Points
A significant negative correlation exists between math anxiety and achievement, impacting student outcomes.
Countries with supportive educational environments show lower levels of student math anxiety and better achievement rates.
Thematic analysis highlights internal factors like self-efficacy and external influences including parental support and educational policies.
Targeted strategies are proposed, such as teacher training and policy adjustments, to alleviate math anxiety and improve outcomes.
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Implication
Literature review reveals a negative correlation between math anxiety and achievement in K-12 students, suggesting targeted interventions are essential.