Integrating Mathematics Anxiety Intervention into Advanced Mathematics Teaching: A Teaching Reform Model for Mental Health Education

Abstract

Advanced Mathematics is a first-year university calculus-based foundational mathematics course in the Chinese curriculum, usually covering limits, continuity, differential calculus, integral calculus and series. Because of its abstract concepts, strict logical language and cumulative knowledge structure, many students experience mathematics anxiety when they enter this course. This study is a model-construction and design-based teaching reform study. It proposes an implementable framework for integrating mathematics anxiety intervention into Advanced Mathematics teaching, while large-scale empirical validation will be conducted in future classroom cycles. The model is organized around five links: anxiety diagnosis, situational activation, stratified collaboration, reflective consolidation and dynamic evaluation. It further translates these links into a three-stage classroom process of low-anxiety entry, cooperative inquiry and reflective transfer. The study does not report completed intervention effects; rather, it offers a practical classroom framework through which mathematical rigor, emotional support and pre-service teacher development can be connected. The proposed model may help teachers make course-based mental health education more concrete and provide a basis for later empirical testing in regular Advanced Mathematics teaching.

Keywords: Advanced Mathematics, Mathematics anxiety, Mental health education, Teaching reform

DOI: 10.7176/JEP/17-7-06

Publication date: July 30^th 2026