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Background Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context. Aims The purpose of the current scoping review was to identify classroom‐learning environment factors associated with math anxiety in elementary and high school students. Sample(s) Out of an initial sample of 3011 studies, 28 were eligible for inclusion. Methods Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles. Results Numerous protective and vulnerability factors were identified. Conclusions Directions for future research and methodological implications were explored.

Existing research on small group learning with high-achieving students has been divided; although some researchers argue that this technique is detrimental to high-achievers, others endorse benefits for all learners. The current study aimed to assess whether academic achievement is associated with students' perspectives on small group learning. Forty-seven (47) children between the ages of 6-12 years participated in the study by answering questions pertaining to group learning. Students' academic achievement was assessed via their report card grades. A binomial logistic regression failed to find that academic achievement was predictive of the likelihood that students preferred working alone, however, a second binomial logistic regression discovered that higher achieving students were more likely to report that they learn better individually as opposed to in groups. This provides additional context for previous studies, by suggesting that perhaps it is not that high-achievers do not enjoy group work, but rather, they feel more confident in their individual abilities.