Math Teachers’ Perceptions of Student Math Anxiety in Underserved Schools: Systemic Barriers and Transformative Practices

Abstract

This qualitative phenomenological study utilized critical pedagogy as a framework to explore K-12 students’ math anxiety from teachers’ perspectives, the systemic barriers contributing to this anxiety, and the transformative practices that educators implement to promote students’ math learning. Semi-structured interviews were conducted with nine math teachers with an average of 17 years of teaching experience in diverse, urban, or Title I schools. A reflexive thematic analysis was applied, revealing that teachers clearly understood their students’ math anxiety and the systemic challenges contributing to it. This study found that students’ math avoidance behavior, their lack of cumulative math learning, shortage of qualified math teachers, families with low-socioeconomic status, high-stakes testing, and lack of transformative practices were perceived as the reasons for math anxiety by the teachers. This finding suggests targeted professional development for math teachers to enhance their skills in developing students’ agency and sense of belonging to challenge systemic barriers.