Abstract
This study sought to determine how to use plastic fractions materials to address math anxiety and the insights into learning fractions of grade 7 learners. The total number of respondents is ten math-anxious grade 7 learners. The level of the anxiety of the students in the posttest given was low which showed that there was an impact or effect of the use of plastic fraction materials in addressing math anxiety. There was a significant difference between the pretest and posttest mean scores of mathematical anxieties before and after the intervention. It meant that the use of manipulatives such as plastic fraction materials had a greater impact in reducing mathematics anxiety. The results showed that the students were happy and motivated when they used the plastic fraction materials because it made the lessons of simplifying and operating fractions easy. Moreover, they experienced easier facilitation of solving problems with the use of plastic fraction materials. Lastly, the students found the plastic fraction materials as useful and effective manipulative devices in learning fractions
