<![CDATA[Mathematics anxiety is related to mathematics performance, but the mechanisms linking it to mathematical problem-solving in elementary school students have not been synthesized in a unified manner. This study aims to analyze the cognitive mechanisms linking math anxiety to mathematical problem-solving in elementary school students, the impact of anxiety on problem-solving processes and outcomes, and the factors influencing this relationship. A Systematic Literature Review method was employed, adhering to PRISMA 2020 guidelines. Searches were conducted via the Scopus database for articles published between 2020 and 2025. Out of 1,203 initial documents, 17 empirical articles met the selection and quality assessment criteria and were subsequently analyzed using narrative synthesis. The results indicate that math anxiety affects problem-solving through interactions among cognitive and emotional processes, including working memory, executive function, attention, mental strategies, perceived difficulty, spatial ability, metacognitive awareness, and resilience. Anxiety disrupts attention, reduces strategy effectiveness, and heightens the perception of difficulty. The magnitude of this impact varies by student characteristics, task demands, and learning context. The relationship between math anxiety and problem-solving is multidimensional; therefore, instruction should strengthen cognitive processes while also helping students manage emotional responses when solving mathematical problems. Keywords: Math anxiety, Cognitive mechanisms, Mathematical problem solving, Elementary school students.]]>
