Eliminating “Math Anxiety”: A Teacher-Trainee’s Reflection on Classroom Interaction and Emotional Guidance 
Wu Yuxin  Wang Xijin

Hangzhou Normal University, Hangzhou Zhejiang, 310000;

Abstract: Math anxiety is a widespread negative emotional barrier in mathematics learning among primary and secondary school students, seriously affecting their learning interest, cognitive engagement, and academic performance. As pre-service teachers, we have observed through teaching internships and classroom practice that traditional lecture-based instruction tends to exacerbate students’ fear of mathematics, whereas engaging, playful classroom interactions, gamified teaching activities, and positive emotion-guidance can effectively alleviate math anxiety. Based on teaching practice cases, this article explores the typical manifestations and underlying causes of math anxiety, with a particular focus on how interactive approaches—such as math games, fun quizzes, and collaborative group inquiry—can be used to create a relaxed and inclusive classroom atmosphere. These approaches help students rebuild their confidence in mathematics, overcome their apprehension, and rekindle their intrinsic motivation for learning. The findings provide practical, actionable emotional teaching strategies that can serve as valuable references for frontline mathematics teachers and pre-service educators.

Keywords: math anxiety; classroom interaction; gamified teaching; emotional guidance; teacher education students’ practice

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