Abstract
Maths anxiety, commonly referred to as "math phobia", is a challenge in the context of mathematics education in Brazil. While research on the impact of math phobia in the classroom and its direct relationship to learning disabilities is not yet well established, it is widely accepted that math phobia has the potential to increase students' aversion to the subject. This study explores math phobia by analysing text fragments from the mathematics education literature, using lexicometric analyses with the IRaMuTeQ software and Textual Discursive Analysis (TDA). The results emphasise that math phobia is influenced by various cognitive and emotional factors that have a negative impact on learning. Addressing this issue requires a multidisciplinary approach, with a focus on teacher training to create inclusive and welcoming learning environments. Therefore, investment in teacher training is essential to reduce math phobia and promote equitable, high quality mathematics education in the country.
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