International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Sensing Math Anxiety: How Emotional Skills Shape Children’s Ability to Make Sense of Mathematics

Beatriz Ruiz

Universidad Iberoamericana

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1267–1274ISSN 2790-36482026Scopus conference code 336559
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Abstract

Math anxiety, linked to avoidance of numerical tasks and problem solving, remains under-researched in Mexican primary education. This study examines math anxiety and its emotional dimension in third- and fourth-grade students using a mixed-methods design with 1,300 students from 11 schools. Associations between math anxiety, emotional skills, and math performance were analysed. Results show strong negative relationships between emotional skills and math anxiety, and between math anxiety and performance. Students with lower perceived self-efficacy and more negative beliefs reported higher anxiety and lower achievement. High math anxiety was observed among high-performing students, suggesting future avoidance. The findings highlight the importance of the emotional dimension of math anxiety in early education.

Keywords

Math anxietyEmotionBeliefsAttitudes

Recommended citation

Ruiz, B. (2026). Sensing Math Anxiety: How Emotional Skills Shape Children’s Ability to Make Sense of Mathematics. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1267–1274). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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