Psychometric scales and emerging technologies for the measurement and treatment of mathematical anxiety
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Mathematical anxiety (MA) has negatively impacted the academic performance and socio-emotional well-being of students. Over the past few decades, researchers have explored the factors contributing to its development, as well as the tools and technologies for its evaluation and management. This review analyzes the evolution of the methodologies and tools used to measure MA, focusing on the Mathematics Anxiety Rating Scale (MARS) and brain-computer interfaces (BCI), while also examining the role of emerging technologies in reducing the negative impact of MA.
The methodology employed consisted of a systematic search in high-impact databases such as PubMed, Scopus, Web of Science, and Google Scholar, using keywords like "mathematical anxiety," "MARS scale," and "brain-computer interface." Studies published in the last 20 years were included, complemented by seminal research that established the theoretical foundations of MA. Both empirical and theoretical studies were reviewed, evaluating psychometric scales and technologies applied to the treatment of MA.
This review concludes that, although significant advances have been made in the assessment of MA, it is necessary to optimize interventions by combining traditional approaches with emerging technologies. Future research should focus on strategies that address both the root causes and the manifest symptoms of MA.
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