The Link between Mathematics Teaching Strategies and Students' Anxiety
Oluwatoyin Motunrayo Atoyebi *
Phoebestar Royalty Schools, Osogbo, Nigeria.
Samuel Babajide Atoyebi
DSK Statistical Consult Ltd., Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.
Keywords: Mathematics anxiety, Student‐centred approach, problem-based approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning