This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.

The development of mathematical thinking is a crucial component of Mathematics education. Mathematics is needed for students to have the ability to manage, acquire, and make use of information to survive in competitive, uncertain, and ever-changing circumstances. Mathematical thinking is the primary goal of learning Mathematics. Despite the relative importance of Mathematics, it is highly disheartening to see that, due to Mathematics anxiety, students’ mathematical thinking has remained persistently subpar in Africa. Mathematics anxiety, which is the feeling of worry, stress, and trepidation when people engage with mathematics, has long been a topic of concern in education. This study investigated the relationship between Mathematics anxiety and the mathematical thinking of students in Africa. A meta-analysis method was used to statistically analyze the results of studies yielding 1789 samples that examined the relationship between Mathematics anxiety and the mathematical thinking of students. These studies were conducted from 2005 to 2021. The findings showed a strong negative correlation between Mathematics anxiety and the mathematical thinking of students in Africa. This study's statistical findings demonstrate how the problem-solving ability of students and the reasoning of students are affected by Mathematics anxiety. These results can help education stakeholders to create environments that will enhance students' mathematical reasoning abilities. This study recommends that curriculum developers should come up with strategies for incorporating fresh perspectives into the Mathematics curriculum that will make it engaging for African students and boost their thinking to become better not just in their academics but also in their day-to-day living.