Matematik Kaygısını Yeniden Düşünmek: Duyuşsal Bir Ekosistemin Bilişsel, Pedagojik ve Sosyal Boyutları

Year 2025, Volume: 7 Issue: 2, 154 - 165

Mehmet Koray Serin

https://doi.org/10.71249/ssci.1800493

Abstract

Keywords

Matematik kaygısı , duygu düzenleme , sosyal dinamikler

Ethical Statement

Bu çalışma bir derleme niteliğindedir ve insan katılımcılardan veri toplanmadığı için etik kurul izni gerektirmemektedir.

Rethinking Mathematics Anxiety: Cognitive, Pedagogical, and Social Dimensions of an Affective Ecosystem

Abstract

Mathematics anxiety (MA) is a common emotional condition that harms students’ learning, performance, and attitudes toward mathematics. Recent research shows that MA is not only a cognitive issue but also an emotional, pedagogical, and social one. This review adopts an integrative framework that views MA as part of an affective ecosystem. It highlights three interconnected levels: (1) cognitive–emotional, including beliefs, working memory, and emotion regulation; (2) pedagogical, involving teacher affect, classroom climate, and emotions such as shame; and (3) social–dynamic, focusing on group interactions and emotional contagion. MA arises from feedback loops among cognition, teaching, and social relations. Reducing it requires co-regulation that supports the emotional skills of students, teachers, and learning communities. Strategies like mindfulness, cognitive reappraisal, and emotionally responsive pedagogy can enhance self-efficacy and psychological safety. Framing MA as a dynamic part of the learning ecosystem provides a holistic view for teacher education and curriculum design.

Keywords

Mathematics anxiety , emotion regulation , social dynamics

Ethical Statement

This study is a literature review and does not involve human participants or data collection. Therefore, ethical approval was not required.

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