<![CDATA[Mathematics anxiety is a significant affective factor hindering the numeracy achievement of elementary school students, however interventions have predominantly focused on cognitive aspects while neglecting the psychological dimension. This study aims to systematically synthesize strategies based on a humanistic approach that are effective in overcoming mathematics anxiety in elementary schools. This systematic literature review adopted the PRISMA 2020 protocol, searching the Scopus, Web of Science, ERIC, and PsycINFO databases for publications from 2015 to 2025. A total of 38 articles met the inclusion criteria and were analyzed using a thematic analysis approach. The findings identified four main themes of humanistic strategies: (1) affective strategies (mindfulness and relaxation) that mitigate the physiological responses to anxiety; (2) relational strategies (the teacher as a facilitator) that fulfill students' needs for emotional support; (3) humanistic pedagogical strategies (meaningful learning) that connect mathematics to real-life contexts; and (4) environmental strategies (creating a threat-free classroom) that build a sense of psychological safety. These four strategies proved effective in reducing mathematics anxiety as they address the affective dimension and meet students' fundamental needs for security, appreciation, and emotional connection. This research contributes to the development of a taxonomy of humanistic strategies that can serve as a reference for interventions by teachers and researchers. Future research is recommended to examine the long-term effectiveness of humanistic strategies through longitudinal and experimental studies across diverse cultural contexts.]]>
