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Do Technology-based Approaches Reduce Mathematics Anxiety? A Systematic Literature Review

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  • Oluwatoyin Motunrayo ATOYEBI

    (Mathematics Department, Phoebestar Royalty Schools, Osogbo, Nigeria)

  • Samuel Babajide ATOYEBI

    (Data Analysis, DSK Statistical Consult Ltd., Nigeria)

Abstract

The student’s attitude towards Mathematics and their achievement is affected by Mathematics anxiety. Mathematics anxiety may lead to avoidance of Mathematics or poor performance in Mathematics and subjects related to or depending on Mathematics. For students to perform well in Mathematics, Mathematics anxiety must be reduced in students. This systematic literature review examines the impact of technology-based approaches on Mathematics anxiety. The strategy used to perform the search for this study consisted of both a discipline-specific journal search and a database search where generalised results about the positive effect of technology-based approaches and their disadvantages were found. 35 papers published between 2002 and 2022 were included in the study and only peer-reviewed articles were included in the search. The study found that using technology-based approaches to teaching Mathematics leads to students showing a positive attitude toward the subject and reduces the level of their anxiety. And when students are confronted with any problem while using technology, in resolving the problem the students develop problem-solving and, in the process, develop their confidence in Mathematics. This study suggests that when incorporating technology into the Mathematics classroom, it is crucial to identify which learning activities benefit the most from technology as some parts of Mathematics may still be best mediated through traditional teaching approaches, such as encouraging class discussion about how to apply mathematical ideas, correcting exercises involving complicated calculations or drawings, and spotting simple arithmetic errors when solving mathematical problems.

Suggested Citation

  • Oluwatoyin Motunrayo ATOYEBI & Samuel Babajide ATOYEBI, 2022. "Do Technology-based Approaches Reduce Mathematics Anxiety? A Systematic Literature Review," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(10), pages 502-509, October.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:10:p:502-509
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Maryam Alavi & George M. Marakas & Youngjin Yoo, 2002. "A Comparative Study of Distributed Learning Environments on Learning Outcomes," Information Systems Research, INFORMS, vol. 13(4), pages 404-415, December.
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