Classroom-Based Mathematics Anxiety Among Students in Greek Secondary Education: A Perspective from Math Teachers

Mathematics anxiety experienced by students during their secondary education can significantly impact their mathematical performance, both at their current educational level and in higher education. The detrimental emotional effects of mathematics anxiety can impair students’ mathematical performance and even deter them from pursuing STEM-based university courses. Prior research emphasizes math teachers’ awareness as a fundamental mechanism to mitigate classroom-based mathematics anxiety in students, at the earliest possible stage. This study presents a measurement instrument designed to evaluate math teachers’ awareness of the implications of classroom-based mathematics anxiety on students’ mathematical performance within the context of Greek Secondary Education. Extended quantitative analyses, on the responses of 200 mathematics teachers, have revealed that according to them, there is a substantial correlation between classroom-based mathematics anxiety and students’ mathematical performance, with a pronounced impact observed, particularly among female students with math learning disabilities. Furthermore, the results indicate that both the gender and occupation level of mathematics teachers in Greek Secondary Education significantly influence their perspectives on the effects of mathematics anxiety on students. Such insights are pivotal in shaping effective strategies and interventions for tackling mathematics anxiety within the classroom environment.