A Computational and Anthropological Investigation of Mathematics Anxiety and Gender Patterns Among Bangladeshi Students

This study investigates gender differences in mathematics anxiety among young adults in Bangladesh and examines how educational background, social perceptions, and gender norms may contribute to this phenomenon. A comprehensive multiple-choice survey was conducted among 227 individuals aged 18–25 to assess mathematics anxiety and identify factors associated with students' experiences of mathematics. The participants represented two major educational pathways in Bangladesh: the National Curriculum and Textbook Board (NCTB) curriculum, and the British Curriculum. The findings reveal that female students experience significantly higher levels of mathematics anxiety than male students. The results also indicate differences in perceptions of mathematical proficiency across educational backgrounds, suggesting that students' experiences may vary according to both gender and curriculum. Mathematics anxiety can negatively affect academic performance, mental well-being, motivation, and willingness to pursue mathematics-intensive subjects and careers. Notably, many respondents perceived gender as a barrier to accessing mathematics- and STEM-related career opportunities in Bangladesh, highlighting a potential connection between mathematics anxiety and the underrepresentation of women in mathematics-based professions. To quantify individual anxiety severity, we developed a Python-based computational algorithm incorporating multiple factors from the survey responses. This approach enabled the identification of demographic patterns that may be overlooked through conventional analysis.