摘要：Currently, there is a strong political focus in New Zealand on a need to increase the mathematical literacy levels for all students. In New Zealand, one solution being widely promoted is to 'accelerate' the learning of struggling students. In looking more closely at why some students may be struggling, it is timely to consider the role of maths anxiety and its impact on students' learning practices and outcomes. This literature review highlights potential origins of maths anxiety and how teachers might assist in reducing maths anxiety in students
