Mathophobia in Ecuador: A Silent Barrier to Quality Learning

Abstract

Mathematophobia is defined as a form of anxiety that significantly affects student performance, self-esteem, and career choices. This article addresses this phenomenon within the Ecuadorian context, analyzing data from the Ser Estudiante 2023–2024 report by I, which reveals a worrying trend of declining math scores in middle and high school levels. The study argues that this fear is not solely cognitive but stems from affective factors, traditional memorization-based pedagogical practices, and negative social stereotypes. Beyond diagnosing the problem and its structural consequences on inequality and professional development, the text proposes comprehensive strategies to overcome it. These include the implementation of active methodologies such as PBL and STEAM, the Universal Design for Learning (UDL/DUA), and the inclusion of families in the educational process. It concludes that overcoming this emotional barrier is essential for achieving equitable and critical education.