Currently, Spain is among the countries where students show the highest levels of mathematics anxiety, which leads to a less favourable disposition toward the subject. The conditional choice of educational pathways, school dropout, and low performance in mathematics are some of the negative school situations resulting from mathematical anxiety.

The aim of this study is to evaluate the attitude and anxiety towards mathematics among students at a public high school in the province of Castellón. To achieve this used an adaptation of Mato’s (2006) questionnaire was used on attitudes and anxiety towards mathematics, which is known for its methodological rigor and employs a Likert scale.

Students' perceptions and experiences of mathematics are influenced by the time they spend in mathematics classes. Therefore, teachers' anxiety about mathematics should be considered to minimize students' anxiety and improve success rates in mathematics education. The factors considered to influence this issue include the role of the teacher, the presence or absence of learning situations, and the evaluation process carried out in the classroom.

The sample consists of 77 students distributed between 3rd ESO (equivalent to 9th grade, where students are 14-15 years old), 4th ESO in the applied mathematics track (equivalent to 10th grade, where students are 15-16 years old), and two groups of 1st-year scientific baccalaureate students (equivalent to 11th grade, where students are 16-17 years old). This is a quantitative descriptive study that seeks to characterize a specific situation.

The questionnaires were completed anonymously through a Google Sites form (using laptops provided by the school) during a classroom session. Data analysis was performed using the Jamovi statistical package, version 2.4.11.

After analysing the questionnaire responses given by the high school students and considering the influential factors described in the theoretical framework, it was concluded that there are significant differences in the dimensions of "security and confidence" and "anxiety in understanding mathematical problems and operations", with many students reporting increased nervousness when taking an exam. Students' attitudes and performance showed a positive and significant correlation (R=0.611). In contrast, anxiety and the grade obtained showed a negative correlation (R=-0.281), as did attitude and anxiety (R=-0.321). Finally, regarding gender differences, female students exhibited significantly higher levels of mathematical anxiety compared to male students, which could be a limiting factor for girls' performance in mathematics. Additionally, they show less enjoyment of science, as they have less interest in pursuing a degree where mathematics is used; this evidence could be related to gender roles.

Keywords: Mathematics anxiety, emotional management, secondary school, high school diploma.