OICC Press International Journal of Mathematical Modelling & Computations 2228-6233 15 4 2025 07 24 Design and evaluation of a new teaching method based on factors to reduce math anxiety using the combined Delphi-bwm-topsis technique 10.57647/ijm2c.2025.150420 EN Mohammad Ali Karamian Department of Mathematics, SR.C., Islamic Azad University, Tehran, Iran Mahnaz Barkhordari Department of Mathematics, BA.C., Islamic Azad University, Bandar Abbas, Iran Mohsen Rostamy-Malkhalifeh Department of Mathematics, SR.C., Islamic Azad University, Tehran, Iran Journal Article 2025 07 24 Mathematics anxiety is one of the most significant educational challenges and a major barrier to effective mathematics learning, significantly impacting students’ academic performance and self-confidence. This study aimed to design and evaluate an innovative teaching method focused on identifying factors that reduce mathematics anxiety and enhance learning among male and female students aged 13 to 17 in Qaleh Ganj County. The approach is grounded in three pillars: active learning, personalization, and technology integration. This mixed-methods research utilized the Delphi technique followed by the Best-Worst Method. Initially, the Delphi technique was employed to identify factors contributing to the reduction of mathematics anxiety, which were then prioritized using the Best-Worst Method. Key prioritized factors included: teaching mathematical concepts in simple language with understandable examples, employing technology, providing personalized instruction, effective teaching strategies, and fostering mathematical self-efficacy (confidence in learning abilities). A teaching method based on the top five factors was subsequently designed and implemented in four classes (two as control groups and two as experimental groups). The four research hypotheses indicated that teaching through active and technological approaches had a significant positive effect on students’ mathematical performance. The mean post-test scores of the experimental groups surpassed those of the traditional groups, and a significant interaction was observed between gender and teaching method, with the innovative approach being particularly effective for female students.