{"id":7504,"date":"2025-06-06T21:57:00","date_gmt":"2025-06-06T16:27:00","guid":{"rendered":"https:\/\/bijmrd.com\/?p=7504"},"modified":"2026-03-28T00:26:41","modified_gmt":"2026-03-27T18:56:41","slug":"teaching-through-the-fear-a-phenomenological-study-of-teachers-lived-experiences-with-mathematics-anxious-students","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume3-issue5\/teaching-through-the-fear-a-phenomenological-study-of-teachers-lived-experiences-with-mathematics-anxious-students\/","title":{"rendered":"Teaching Through the Fear: A Phenomenological Study of Teachers\u2019 Lived Experiences with Mathematics Anxious Students"},"content":{"rendered":"\n

Author: Sarpreet Kaur<\/strong><\/strong><\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/03050002<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Mathematics anxiety is a prevalent issue that significantly impacts students\u2019 learning experiences and outcomes. While extensive research has focused on students\u2019 perspectives, there is a lack of studies exploring teachers\u2019 experiences in addressing mathematics anxiety in the classroom. This phenomenological study discovers the lived experiences of secondary school mathematics teachers who work with students exhibiting mathematics anxiety. The study discovers the emotional, pedagogical, and professional challenges teachers face through in-depth interviews with ten secondary school mathematics teachers from diverse educational settings. The findings reveal three teachers\u2019 tral themes: emotional labour and empathy, adaptive strategies, and the need for institutional support. Teachers often experience emotional strain as they empathize with anxious students, necessitating the development of adaptive teaching methods to alleviate anxiety and foster a supportive learning environment. However, a lack of institutional resources and professional development opportunities hampers their efforts. The study underscores the importance of comprehensive teacher training programs and institutional policies that equip educators with the necessary tools to effectively support mathematics-anxious students. By illuminating teachers\u2019 perspectives, this research contributes to a more holistic understanding of mathematics anxiety and informs strategies to enhance teaching practices and student well-being.<\/p>\n\n\n\n

Keywords: <\/strong>Mathematics anxiety, phenomenology, teacher experiences, secondary education, instructional strategies, emotional labour<\/p>\n\n\n\n

Page No: <\/strong>13-21<\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Sarpreet Kaur DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/03050002 Abstract: Mathematics anxiety is a prevalent issue that significantly impacts students\u2019 learning experiences and outcomes. While extensive research has focused on students\u2019 perspectives, there is a lack of studies exploring teachers\u2019 experiences in addressing mathematics anxiety in the classroom. This phenomenological study discovers the lived experiences of secondary school …<\/p>\n

Teaching Through the Fear: A Phenomenological Study of Teachers\u2019 Lived Experiences with Mathematics Anxious Students<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[35],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume3 Issue5<\/a>","rttpg_excerpt":"Author: Sarpreet Kaur DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/03050002 Abstract: Mathematics anxiety is a prevalent issue that significantly impacts students\u2019 learning experiences and outcomes. While extensive research has focused on students\u2019 perspectives, there is a lack of studies exploring teachers\u2019 experiences in addressing mathematics anxiety in the classroom. This phenomenological study discovers the lived experiences of secondary school…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/7504"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=7504"}],"version-history":[{"count":2,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/7504\/revisions"}],"predecessor-version":[{"id":11006,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/7504\/revisions\/11006"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=7504"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=7504"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=7504"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}