A Bibliometric Review of Mathematics Anxiety in Technology-Supported Learning

Abstract: Mathematics anxiety constitutes a persistent psychological barrier that undermines learners’ engagement, persistence, and performance in mathematics across educational levels. While a growing body of research has examined the potential of technology-supported learning environments to address mathematics anxiety, the conceptual structure and psychological orientation of this literature have not yet been systematically synthesized from a bibliometric perspective. The present study provides a bibliometric and thematic review of peer-reviewed research on mathematics anxiety and technology-supported learning published between 1988 and 2025. Following PRISMA guidelines, publications indexed in Web of Science and Scopus were analyzed using Bibliometrix (R-Biblioshiny) to map publication trends, conceptual clusters, and international collaboration patterns. The results indicate a marked increase in research activity in recent years, accompanied by a progressive diversification of thematic emphases. Bibliometric evidence reveals a shift from predominantly performance-focused perspectives to psychologically informed frameworks that foreground self-efficacy, motivation, and affective regulation, while maintaining strong conceptual links with achievement-related outcomes. Collaboration networks further highlight a concentration of research activity in a limited number of high-income countries, alongside emerging contributions from other regions. By integrating bibliometric evidence with established psychological theory, this review clarifies how mathematics anxiety has been increasingly conceptualized within technology-enhanced learning contexts and underscores the importance of theoretically grounded, developmentally sensitive, and culturally inclusive research agendas for designing emotionally responsive digital learning environments.