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Mathematics anxiety is a phenomenon characterized by feelings of tension and nervousness towards math (Ashcraft, 2002). Unsurprisingly, it has been extensively documented to be negatively associated with mathematical performance (Ramirez et al., 2018). Research consistently shows that math anxiety impacts cognitive processing abilities and diminishes working memory resources, leading to poorer problem-solving skills and lower achievement in mathematical tasks (Ashcraft & Krause, 2007; Ramirez et al., 2013). It is important to consider students with different math anxiety levels and patterns when creating new math learning interventions, as math anxiety affects how students perceive and learn from mathematical interventions. Recognizing and accommodating the diverse math interventions to math anxiety can help create more effective learning environments. In this dissertation, I will present three studies that examine how math anxiety interplays with math performance and manifests in learning.