learning as a strategic intervention to mitigate these challenges. Drawing on neuroscience principles, BBTA

emphasizes creating a supportive emotional climate, sustaining learner engagement through meaningful tasks,

and promoting active processing of knowledge. Evidence from previous studies demonstrates that BBTA, when

supported by technology, leads to a measurable reduction in mathematics anxiety, significant improvement in

motivation, and enhanced achievement across varying levels of task difficulty. This paper outlines the theoretical

basis for the integrated model, discusses its application in the mathematics classroom, and explores its scalability

to other disciplines. This paper concludes with recommendations for the potential of BBTA with technology

integration as a sustainable, research-informed strategy for fostering both cognitive development and emotional

well-being in mathematics education.

Keywords: Brain-Based Teaching Approach, Mathematics Anxiety, Mathematics Achievement, Technology

(Mohd et al., 2024). Students who experience mathematics anxiety often avoid problem-solving, show reduced

self-confidence, and perform below their potential. Beyond the academic implications, such anxiety also affects

students’ broader emotional well-being, leading to long-term disengagement with STEM fields. Addressing this

issue requires more than traditional drill-and-practice methods; it calls for teaching strategies that attend to both

the cognitive and emotional aspects of learning.

Students who believe in their abilities and see value in the subject are more likely to persevere and achieve

success. In this context, the combination of neuroscience-informed pedagogy and modern educational

technology presents a promising approach to enhance engagement, alleviate anxiety, and promote lasting

learning outcomes (Sahni et al., 2025). Students who feel more motivated and confident in their math skills tend

to perform better in school. Advances in neuroscience and educational psychology have provided new insights

Motivation and self-efficacy are essential for students’ engagement and success in mathematics. Self-efficacy

refers to one’s belief in their ability to perform specific tasks, which encourages persistence when facing complex

problems, boosts cognitive resourcefulness, and directly impacts performance outcomes. Recent studies have

emphasized this connection: a meta-analysis of 21 studies found a positive correlation between self-efficacy and

mathematical creativity. In the Malaysian higher education context, mathematics self-efficacy has been shown

to influence intrinsic motivation significantly, one of the strongest predictors of engagement (Amjad et al., 2023).

Mastery experiences, vicarious experiences, and social persuasion shape self-efficacy. It is the most powerful

predictor of achievement, although vicarious experiences sometimes had adverse effects.

Longitudinal studies also demonstrate that self-efficacy varies in relation to task difficulty. At the tertiary level,

efficacy theory, as outlined in Schwarzer (2024), suggests that belief in one’s abilities is a key factor in

motivation and achievement. Success in previous math experiences reinforces confidence, while seeing peers

succeed can foster social motivation. Motivation is also connected to persistence, resilience, and academic

success (Yaftian & Barghamadi, 2022).

Digital tools, from mobile applications to interactive multimedia, have transformed traditional classrooms into

dynamic, student-centered environments. Technology encourages active learning, higher-order thinking, and

personalized instruction, leading to increased motivation and engagement. BBTA is based on neuroscience

principles, aligning instructional strategies with how the brain naturally processes and retains information. Key

principles include: 1) Relaxed Alertness which creates a safe, supportive environment to reduce anxiety, 2)

by making abstract concepts feel more concrete (Yaftian & Barghamadi, 2022). Game-based learning platforms

enhance performance and foster positive experiences, although their short-term effects may be limited

(Subramaniam & Saleh, 2024). Conversational agents provide personalized support and feedback, which help

decrease anxiety by creating a safe and interactive dialogue. Virtual Reality (VR) enables clear visualization of

abstract ideas, lowering anxiety and boosting motivation (Pahmi et al., 2025). Artificial Intelligence (AI) tools

are increasingly used to tailor mathematics instruction (Tang, 2025). Overall, technology-enhanced strategies

offer the benefit of providing immediate, supportive, and adaptable learning experiences. Their effectiveness is

maximized when combined with neuroscience-informed pedagogies such as BBTA.

Brain-Based Teaching Approaches (BBTA) apply neuroscience principles to align instruction with how the brain

combined with technology, BBTA can enhance both cognitive and emotional engagement in the learning process.

Mathematics anxiety often causes students to avoid math, feel less confident, and struggle academically. Azizan

et al. (2022) found that using BBTA with technology can help reduce anxiety for pre-university students. BBTA’s

focus on relaxed alertness helps by creating a safe and supportive classroom environment. Technology enhances

this by providing students with interactive tasks and demonstrating that making mistakes is a natural part of the

learning process. In the experimental group, students engaged with a set of digital tools designed to align with

BBTA principles. GeoGebra, Desmos and Cabri 3D were employed to visualize mathematical concepts

dynamically, supporting relaxed alertness by reducing abstraction-related stress. A gamified quiz platform such

as Kahoot! and Quizizz promoted orchestrated immersion by presenting mathematical challenges in a

students, allowing them to focus on solving problems rather than feeling anxious (Mohd et al., 2024). In their

study with technical students, anxiety levels decreased, while motivation and performance improved. These

results support other research that emphasizes the importance of addressing both emotional well-being and

cognitive skills (Schoenfeld, 2016). BBTA helps create supportive environments, and technology provides

interactive, low-pressure ways to learn.

Osgood, 2024). This study confirms these findings, revealing that the experimental group experienced less

anxiety and exhibited greater motivation and achievement. BBTA’s principles of orchestrated immersion and

active processing foster intrinsic motivation by engaging students in meaningful and challenging activities.

Technology supports these outcomes by providing adaptive pathways and immediate feedback, allowing

Social influence is also key, as digital environments enable students to observe their peers' progress and gain

vicarious reinforcement, thereby boosting their self-efficacy. These motivational dynamics underscore BBTA's

dual influence on both the emotional and cognitive sides of learning, especially in technology-rich settings.

Students who feel capable and motivated tend to be more persistent and achieve more. BBTA and Technology

enhances these effects by customizing instruction, offering immediate feedback, and reducing the fear of failure.

particularly in schools with limited resources, where tools like VR or AI may not always be available. To address

scalability and equity concerns, schools with limited budgets can utilize open-source or free tools that align with

BBTA principles. GeoGebra, for instance, is a freely available software that supports visual-spatial learning and

reduces cognitive load (Osypova & Tatochenko, 2021). Platforms like Kahoot! and Quizizz provide free versions

suitable for gamified orchestration of lessons. Even basic features of Google Classroom or Moodle can be

adapted to facilitate Active Processing through reflective quizzes and collaborative tasks (Antipuesto & Tan,

2023). By advocating cost-effective alternatives, the integrated BBTA-technology model becomes viable across

a wider range of educational settings or even in low-resource educational contexts.

Other than that, educators also require proper training to utilize neuroscience-based teaching methods in

conjunction with new technology effectively. To fully realize the benefits of this model, ongoing professional