The Future of Education

Mathematics plays a vital role in the development of logical reasoning, analytical thinking, and problem-solving abilities. However, for many students, mathematics is associated with feelings of tension, fear, and apprehension. This emotional reaction, commonly termed mathematics anxiety, negatively affects cognitive processing and academic performance. Mathematics anxiety has emerged as a significant psychological construct that adversely affects students’ academic achievement and their overall disposition toward mathematics. It constitutes a complex emotional response characterised by feelings of tension, apprehension, and fear that interfere with the manipulation of numbers and the solving of mathematical problems in academic settings. Such anxiety has been consistently associated with diminished academic performance and negative attitudes toward the subject. The present study investigates the level of mathematics anxiety among secondary school students, with particular reference to gender differences. It seeks to examine the extent to which mathematics anxiety varies between male and female students and to analyse its underlying causes and potential remedial measures. The study adopts a comprehensive approach by identifying pedagogical, psychological, and socio-cultural determinants contributing to mathematics anxiety.

Keywords: Mathematics Anxiety, Gender Difference, Academic Achievement, Secondary Education.

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