FROM FEAR TO FLOW: A NEUROEDUCATION MODEL FOR REDUCING MATHEMATICS ANXIETY IN HIGHER EDUCATION

Abstract

Mathematics anxiety is a cross-cultural phenomenon that undermines learners’ cognitive functioning, reduces motivation, and narrows pathways into STEM disciplines. The present paper aims to examine the neural mechanisms underlying mathematics anxiety and flow by identifying specific neural regions, network dynamics, and neuroplastic processes that influence cognitive performance and emotional regulation. Drawing on affective neuroscience and positive educational psychology, this paper introduces From Fear to Flow, a neuroeducation model that harnesses emotional regulation, cognitive alignment, and neuroplasticity to shift learners from anxiety toward immersive engagement. This paper integrates findings from neuroimaging and behavioral studies, that shows mathematics anxiety is linked to hyperactivation of the amygdala and insula, alongside disrupted prefrontal-parietal connectivity, whereas flow states are associated with balanced engagement of executive, salience, and default mode networks.