Yet for many students, the biggest challenge in learning mathematics is not just understanding concepts—but overcoming the anxiety and self-doubt that often come with it.

         Mathematics anxiety is a widespread issue that quietly affects students' academic journey. It’s not just about failing a test or forgetting a formula. It’s about the persistent worry, the racing thoughts, and the mental block that appears the moment math enters the conversation. This kind of anxiety can cause students to second-guess themselves, avoid math-related tasks, and lose confidence in their own learning potential.

         At Dagatan Integrated National High School, this concern became the foundation for a school-based study designed to better understand the depth of mathematics anxiety among Grade 7 students and how they cope with it. A total of 326 Grade 7 students participated in the research. Using the Mathematics Anxiety Rating Scale (MARS) developed by Suinn and Winston (2003), students’ levels of math anxiety were measured across various real-life school situations such as solving equations, taking exams, and participating in class.

The data revealed the following:

• 56.13% of students fell under the low level of mathematics anxiety,

• 31.29% fell under the moderate level, and

• 2.15% of respondents were identified with a high level of math anxiety.

       These numbers reveal a spectrum of experiences, ranging from manageable stress to significant emotional barriers. While it’s encouraging that most students report low levels of anxiety, learners who fall into the moderate to high categories cannot be overlooked. These students may not be openly expressing distress, but they are likely struggling internally with negative feelings about mathematics.

       To understand how students manage or cope with this anxiety, the study utilized the Brief COPE inventory developed by Carver (1997). This tool measured the extent to which students apply problem-focused, emotion-focused, or dysfunctional coping strategies when faced with math-related stress.

Here’s what we found:

• Problem-focused strategies, such as actively trying to improve or seeking help, were the most commonly used, earning a composite mean of 3.50, interpreted as “Frequently”.

• Emotion-focused strategies, like acceptance or seeking emotional support, followed with a mean of 3.05, interpreted as “Moderately”.

• Dysfunctional strategies, such as denial or behavioral disengagement, had the lowest use, with a mean of 2.58, also interpreted as “Moderately”.

So, what can we do?

      This is where the CALM (Conquering Anxiety, Loving Mathematics) program begins. More than a response to numbers, CALM is a response to real needs—those of real students who want to excel but feel hindered by fear.

CALM is built on the following essential truths:

• Math anxiety is a real phenomenon, and it matters.

• It affects how students learn, think, and feel about themselves.

• Coping can be taught.

• With the right guidance, students can learn to manage their emotions, face challenges, and regain control.

• Support must be shared.

• Teachers, parents, peers—all play a role in helping students feel safe and empowered in math environments.

• Change is possible.

• Through consistent, research-based interventions, we can shift the culture of math learning from one of fear to one of curiosity, from avoidance to engagement.

      Although our research used purely quantitative methods, the results suggest compelling emotional undertones. While we did not conduct interviews with students or observe classrooms, the patterns in the data reflect experiences that many educators witness daily: students who want to succeed in math but are silently held back by fear. The presence of math anxiety, even at moderate levels, can negatively impact participation, performance, and long-term academic confidence.

      This is the context from which the CALM (Conquering Anxiety, Loving Mathematics) program was born.

CALM is a structured, research-based intervention program designed to:

• Identify students experiencing math anxiety,

• Equip them with adaptive coping strategies,

• Train teachers to recognize and address anxiety in the classroom,

• Engage parents in building emotional and academic support at home; and

• Foster a school culture that celebrates growth, effort, and a healthy relationship with mathematics.

      Through a series of workshops, peer support circles, classroom strategies, and awareness campaigns, CALM aims to transform the way students relate to mathematics. It shifts the focus from fear to understanding, from avoidance to action, from anxiety to self-belief.

      This program does not claim to eliminate all math anxiety overnight. Rather, it offers a path forward—a collaborative effort between students, teachers, parents, and the school community to create a positive, inclusive, and emotionally safe space for learning mathematics.

       With CALM, we are saying to every student:

“You are not alone. Your struggles are valid. And with the right support, you can not only learn math—you can love it.”