Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 06 01 Psychological Challenges in Fostering Mathematical Thinking: A Systematic Review Psychological Challenges in Fostering Mathematical Thinking: A Systematic Review 1 16 10.61838/kman.ijes.1432 EN Journal Article 2025 10 01 <p><strong>Purpose:</strong> This study aimed to systematically identify, synthesize, and conceptualize the psychological challenges that hinder the fostering of mathematical thinking across educational systems.</p> <p><strong>Methods and Materials: </strong>A systematic review methodology was employed following PRISMA guidelines to ensure transparency and rigor in the review process. Searches were conducted in major international databases, including ERIC, IEEE Xplore, ScienceDirect, and Google Scholar, covering studies published between 1990 and November 2024. A comprehensive search strategy based on predefined keywords related to mathematical thinking and its development was applied. Inclusion and exclusion criteria were defined to filter relevant studies, focusing on peer-reviewed journal articles, books, book chapters, and theses published in English. After identification, screening, eligibility assessment, and quality appraisal, 29 high-quality studies were selected for final analysis. Data were extracted using qualitative content analysis, and codes, subthemes, and overarching themes were developed through iterative comparison and synthesis.</p> <p><strong>Findings: </strong>The synthesis revealed 11 core psychological challenges that significantly constrain the development of mathematical thinking: mathematics anxiety, negative self-concept, weak understanding of abstract concepts, low self-confidence, mathematical learning disorder, low mathematical aptitude, passive thinking, individual cognitive differences, lack of motivation, cognitive barriers, and inability in self-regulation. Inferential analysis indicated that affective challenges (e.g., anxiety and negative self-beliefs) and cognitive-regulatory constraints (e.g., working memory limitations and poor self-regulation) are not isolated factors but interact dynamically to impede reasoning, abstraction, and problem-solving processes essential to mathematical thinking.</p> <p><strong>Conclusion: </strong>The findings demonstrate that fostering mathematical thinking requires integrated educational approaches that simultaneously address cognitive, affective, motivational, and self-regulatory dimensions, positioning psychological challenges as central determinants rather than peripheral obstacles in mathematics education.</p> https://www.qijes.com/index.php/ijes/article/download/1432/1437