  Math anxiety is ubiquitous. It not only affects student performance and
confidence, but also can lead to avoidance of further math/STEM classes and
careers. Cooperative learning (i.e., group work) is a proven strategy that can
reduce math anxiety and has additional social and pedagogical benefits.
However, depending on the individuals involved, some peer interactions may
mitigate anxiety while others exacerbate it. Mathematical modeling is one
approach to help untangle this complex dynamic. In this work we introduce a
bounded confidence model to evaluate how math anxiety levels are affected by
student group work. Although the model is quite simple, it captures non-obvious
phenomena including how varying group sizes and frequency of switching groups
can affect anxiety levels. The model is easily adaptable to incorporate
additional personal and societal factors making it ripe for future research.
