<![CDATA[Math anxiety is an affective barrier that often arises in mathematics learning and can affect students' emotional, cognitive, and academic achievement. This study aims to systematically analyze the paradoxical phenomenon of math anxiety in mathematics learning, including its adaptive and maladaptive aspects, as well as the factors that influence its emergence. The study used the Systematic Literature Review (SLR) method by analyzing 26 scientific articles obtained from Google Scholar, Scopus, and Semantic Scholar databases based on predetermined inclusion and exclusion criteria. Data were analyzed descriptively and qualitatively through the stages of identification, grouping, synthesis, and interpretation of findings. The results show that math anxiety has paradoxical properties. At a certain level, anxiety can increase students' learning motivation, academic readiness, and alertness. However, high levels of anxiety are associated with poor problem-solving skills, impaired concentration, decreased working memory capacity, and low self-confidence and academic performance. Thus, math anxiety needs to be understood as a multidimensional phenomenon that requires appropriate management to maximize its adaptive impact in mathematics learning]]>
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