International Journal of Advanced Research in Computer and Communication Engineering

Abstract: Mathematics anxiety is a pervasive global barrier to student achievement and engagement, particularly in primary education. This study describe the potential of robotic applications, implemented within blended learning environments, to mitigate mathematics anxiety and improve learning outcomes. A sequential mixed-methods design was employed, comprising a quantitative survey (N=150) and semi-structured interviews (N=25) with pre-service teachers, in-service teachers, and faculty members in te partner countries (Bulgaria Latvia Lithuania, Poland and Türkiye). Survey results demonstrated strong positive perceptions: 88.4% agreed that robotics enhances mathematical success, and over 90% believed it makes mathematics more enjoyable and motivating for anxious students. However, a significant confidence gap was identified; while 80% expressed a desire to use robotics, only 38.4% felt confident in their ability to program robots. Interview findings corroborated these results, emphasizing the limitations of traditional abstract teaching and the potential of robotics to provide tangible, engaging experiences in teaching counting, measurement, and data processing. In response, the project team developed ten modular curriculum units designed to integrate robotics into primary mathematics education within a blended learning framework. The findings indicate that robotics can significantly reduce mathematics anxiety, provided educators receive adequate training, resources, and institutional support to bridge the efficacy gap.

Keywords: Mathematics Anxiety, Modular Curriculum, Robotic Application, Primary School Education.

Downloads: | DOI: 10.17148/IJARCCE.2025.14902