Abstract

Math anxiety is a significant and enduring challenge in elementary education, often emerging early and affecting students’ academic trajectories, confidence, and long-term engagement with mathematics. This project, Technology Integrated Interventions to Reduce Math Anxiety in Elementary Students, investigates how technology-enhanced learning environments can mitigate anxiety and support the development of fundamental math skills. Grounded in constructivist theory, Kolb’s experiential learning cycle, and engagement theory, the project explores how adaptive tools, educational games, and personalized digital platforms can provide differentiated, skill-level-appropriate learning experiences that reduce overwhelm and foster confidence. The research is guided by key inquiry questions: What factors contribute to the development of math anxiety in young learners? How can technology be integrated into classrooms to provide targeted, supportive learning experiences? And what role do teachers, parents, and school systems play in either exacerbating or alleviating anxiety? Drawing from current literature and aligning with the British Columbia curriculum and Digital Literacy Framework, the project identifies practical strategies for integrating technology in ways that are accessible, engaging, and approved within local educational contexts. It also considers the development of school- and home-based supports, such as curated app libraries, parent newsletters, and presentations that advocate for systemic change. Implications of this project include the need for intentional, equity-focused use of educational technology, expanded access to differentiated interventions, and a collaborative, strengths-based approach to teaching math. Ultimately, the project promotes a vision of math education where students feel safe to take risks, supported in their growth, and empowered to see themselves as capable mathematical thinkers.