The Effect of Collaborative Learning on Reducing Math Anxiety Among Students in Elementary Schools

Mathematics anxiety is a significant pedagogical challenge that creates a barrier to effective learning, particularly in the foundational elementary school years. This debilitating emotional and cognitive response to mathematics can lead to avoidance, poor performance, and a lifelong aversion to STEM fields. Traditional, didactic teaching methods are often insufficient to address the affective domain of learning and may inadvertently exacerbate this anxiety. This literature review examines the potential of collaborative learning as a pedagogical intervention to mitigate math anxiety among elementary school students. Collaborative learning, a student-centered approach, shifts the focus from individual performance to group problem-solving, social support, and shared understanding. This review synthesizes existing research on the mechanisms by which collaborative environments may reduce the psychological distress associated with mathematics. It explores how peer interaction, positive interdependence, and individual accountability—core components of collaborative learning—can foster a more supportive, less threatening classroom atmosphere. By de-emphasizing timed performance and high-stakes individual assessment, collaborative strategies aim to build mathematical self-efficacy, improve attitudes, and reduce the cognitive load of anxiety. The findings suggest that implementing structured group work can be a powerful tool for educators seeking to create a more inclusive and emotionally supportive mathematics classroom, thereby lowering anxiety and enhancing conceptual understanding for young learners.

کلیدواژه ها:

Keywords: collaborative learning ، math anxiety ، elementary school ، student performance ، mathematics education