Abstract
Mathematics anxiety (MA) has attracted increasing attention in educational research. This study describes recent scientific production on MA, focusing on conceptualization, methodologies, limitations, and future research. A systematic review was conducted following the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) protocol, and twenty-eight studies published between 2019 and 2024 in Scopus, Web of Science, and ERIC were analyzed. A bibliometric analysis of recent scientific production on MA is also included. The systematic review examined definitions, methods, and limitations, while the bibliometric analysis explored trends, countries, authors, and funding in MA research. Results highlight MA’s negative impact on academic performance, gender differences, and the need for effective interventions. The AMAS and m-AMAS were the most used instruments, despite psychometric issues. Longitudinal studies identified working memory and early numerical skills as predictors of MA. The United States leads publication output. The study underscores the need for sustainable interventions, cultural adaptation of instruments, and innovative approaches integrating neurocognitive and emotional factors.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
INT ELECT J MATH ED, Volume 21, Issue 3, August 2026, Article No: em0893
https://doi.org/10.29333/iejme/19017
Publication date: 26 Jul 2026
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