<![CDATA[Mathematics anxiety is one of the affective factors that significantly influences students' self-confidence, learning motivation, and mathematical problem-solving abilities. This condition encourages mathematics teachers to implement instructional approaches that emphasize not only cognitive achievement but also students' psychological resilience. This study aims to analyze mathematics teachers' approaches in fostering students' resilience and identifying strategies used to overcome mathematics anxiety. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews with three experienced mathematics teachers at the secondary education level. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that teachers foster mathematical resilience by providing continuous motivation, creating a supportive learning environment, implementing contextual learning, appreciating students' learning processes, and promoting a growth mindset. To reduce mathematics anxiety, teachers apply gradual instruction, collaborative learning, positive interpersonal communication, engaging instructional media, and constructive feedback. Furthermore, collaboration among mathematics teachers, school counselors, and parents plays a significant role in helping students overcome mathematics anxiety. The study concludes that successful mathematics learning depends not only on students' cognitive competence but also on teachers' ability to strengthen students' psychological resilience, enabling them to become more confident in facing mathematical challenges]]>
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