Date Approved

8-3-2026

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Secondary Education (M.Ed.)

Degree Program

College of Education

First Advisor

Dr. Sherie Klee

Academic Year

2025/2026

Abstract

Mathematics anxiety represents a psychological barrier that negatively impacts student academic performance and self-efficacy across all educational levels. Many secondary mathematics students experience physiological stress, self-doubt, and reduced working memory efficiency when encountering mathematical tasks, often leading to disengagement or an over-reliance on artificial intelligence (AI as a learning shortcut rather than an educational tool. Despite the widespread nature of this issue, educators frequently lack the formal training and practical pedagogical strategies necessary to identify, manage, and alleviate mathematics anxiety within their classrooms. Rooted in Bandura’s Social Cognitive Theory, this project addresses the underlying cognitive and biological components of mathematics anxiety while examining its complex relationship with student self-concept, self-efficacy, and academic achievement. To equip educators with actionable interventions, a comprehensive, one-hour professional development program was developed for secondary mathematics teachers. The workshop details the origins and behavioral symptoms of mathematics anxiety and provides evidence-based, participation-driven instructional strategies designed to foster mathematical resilience. Key components include replacing high-stakes pressure with supportive, low-stakes practice, employing Active Empathetic Learning (AEL), and intentionally integrating adaptive AI technology for targeted scaffolding and personalized feedback. By bridging the gap between theoretical research and daily instructional practices, this project empowers educators to cultivate inclusive, supportive learning environments that mitigate mathematics anxiety and promote long-term academic success.

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