The analyzation of mathematics concerns the secondary school 8th class of students

The aim of this study is to determine how students describe their anxiety about learning mathematics, to state what signs of anxiety are, and to define how anxiety arises. The aim of the study is to research how psychological, sociological and philosophical dimensions are effective together in the formation of mathematical anxiety and to identify the composite effects that have not been emphasized up to now. Once more, it is aimed to show how students who experience math anxiety affect their relationships with themselves as well as their environment. In addition, due to the fact that the study aims to recognize anxiety as a meaning structure, to define the processes of formation and transformation of anxiety, the phenomenology research pattern from qualitative research methods was used in our study, as the study gives the ability to identify students who have problems with mathematical anxiety based on their experiences, narratives and opinions. In the second semester of the 2019-2020 academic year, there are study groups about 8th class, studied in two different secondary schools which belong to The Ministry of National Education in Uluborlu District of Isparta province. A semi-structured interview form was used as a data collection tool in the research. Data has been tried to be analyzed through the content analysis technique. According to the results of our research, students have defined math anxiety as predominantly frightful/ scary. Moreover, students identified the symptoms of math anxiety mostly as the theme of physical / physical symptoms. According to the results from the study, students are the sociological dimension in the emergence of math anxiety. they noted that the themes of psychological dimension and philosophical dimension are effective. It has also been found that some students express common views on the themes of sociological dimension-psychological dimension and psychological-philosophical dimension. The emergence of concerns students; circle of friends, classroom climate, social media news, the idea that the family can not meet the child's expectations by comparing their child with others-mates, the teacher's attitude to doing wrong, the way teachers process lessons is boring-the inability of students to process their lessons in the way they learn, feeling worthless and losing the meaning of their existence are effective. Also, The teacher's attitude to doing wrong, teachers 'way of processing lessons is boring-students' learning to process their courses in the way they stated that the themes are effective. Another result of our research is the effects of math anxiety. The effects of mathematical anxiety have been studied under two titles: psychological and sociological effects. Its effects related to the psychological dimension are discussed in terms of course success and self-effects, while its effects related to the sociological dimension are discussed in terms of its effects on family and campeer relationships. It is recommended that people within the scope of social support to reduce math anxiety found in students, feel supported by the students. During the lesson or before and after course the teachers should be, relevant and understanding, and supportive and democratic approaches to creat a classroom environment, the course towards the elimination of prejudice is thought to be an important factor. In order to increase students ' self-sufficiency perceptions, seminars on efficient study methods can be given to students in cooperation with the school administration, teachers, families and school guidance teachers. In addition, studies on math anxiety can be conducted using qualitative research methods with students according to different grade levels.