<![CDATA[Mathematics anxiety is the main affective barrier hindering junior high school students' mathematical literacy. This study aims to identify mathematics anxiety reduction strategies, analyze their effectiveness, examine their relationship with literacy improvement, and formulate evidence-based practical recommendations. A Systematic Literature Review (SLR) following the PRISMA 2020 protocol was employed. Searches via Publish or Perish (Google Scholar) for 2023–2026 yielded 200 articles, screened to 19 final articles. Five strategy categories were identified: (1) contextual learning approaches (RME/PMRI, CTL, PBL, Guided Inquiry); (2) technological media (YouTube videos, e-modules, flipped classroom); (3) psychological support (resilience, growth mindset, counseling); (4) VAK learning style differentiation; and (5) data-based anxiety profile analysis. The anxiety–literacy relationship is non-linear, mediated by resilience, and moderated by prior ability and learning style. The most effective strategies are those that are contextual, personal, and simultaneously build students' resilience.]]>
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