OVERCOMING MATH ANXIETY THROUGH PROJECT-BASED AND PRACTICE-ORIENTED ACTIVITIES IN MATHEMATICS LESSONS

Abstract

The relevance of this study is due to a stable association between mathematics anxiety (MA) and decreased academic performance and avoidance of mathematically intensive trajectories. In school practice, MA competes for working memory resources and increases evaluative threat. The aim of the study was to test whether the combination of project-based (PBL) and practice-oriented activities with formative assessment reduces the level of MA in students and whether this is accompanied by an increase in self-efficacy and achievement in mathematics. Methodology: quasi-experiment "pretest-intervention-posttest" with a control group in two schools in Kyzylorda (N=212; EG=108, CG=104), covering grades 7–8; the intervention included micro-projects for 1–2 lessons, role-playing cooperation, and "error-hint-retry" cycles. Measures: AMAS (total and subscales), self-efficacy scale, subject test (0–100); Analysis included t-tests, ANCOVA controlling for pretest and covariates, clustering, and robustness checks (Wilcoxon, Quad rank ANCOVA, FDR, and MICE). Results: EG demonstrated a statistically and practically significant decrease in MT (total and subscales), an increase in self-efficacy, and an increase in math test scores. The effect was stronger for students with low initial preparation and for girls and was consistent across schools and languages of instruction. Fidelity was positively associated with the magnitude of the gain. The discussion demonstrated that PBL and formative assessment redistribute attention to the semantic goal, normalize error handling, and enhance the sense of control, thereby reducing cognitive load and supporting the transfer of strategies to standard tasks.