New Perspectives in Science Education

Anxiety towards mathematics is a widespread phenomenon among high school students, with significant impacts on their learning and attitude towards the discipline. This abstract refers to an ongoing doctoral research and investigates the levels of anxiety related to mathematics through a questionnaire composed of ten questions with gradual answer and involves students of the second year of high school of three institutes in Puglia (Italy). The results strongly echo those of the research conducted in 2024 by the Seraphic Institute of Assisi and published on "Frontiers in Psychology", and that highlight a correlation between anxiety and negative perception of mathematics with reflections on the profit at school. We believe it is essential that teachers adopt teaching strategies to reduce anxiety in pupils, such as creating a positive learning environment, integrating practical activities and using techniques that promote emotional intelligence, as suggested by Daniel Goleman. In particular, we believe that teachers should encourage a growth mindset, value the learning process and provide emotional support. Starting from this type of approach can help to improve the students' attitude towards mathematics and consequently make teaching more effective.