How could I reduce my student anxiety about evaluating mathematics by mixed-method research?

Objective: This research has been applied in terms of purpose and descriptive in terms of method of action research. Method: The method of collecting information was using a new approach of combined research method. The research site was one of the elementary schools in Birjand in the academic year 2014-2015. The research sample was selected by purposeful sampling method. In this research, after proving the existence of anxiety and anxiety of the sixth-grade student in the evaluation of math lesson, using scientifically and creatively collected evidence and information, scientific and creative methods were used to reduce anxiety and anxiety. Research tools included qualitative methods such as peer evaluation, observation and interview with parents, as well as quantitative methods such as Test Anxiety Inventory (TAI) for data collection. Results: Examining student nutrition status and improving it as one of the most important prerequisites for learning, reviewing fear history in a math lesson by talking to the student himself and his parents, focusing on the principle of substitution fear, helping the student to volunteer in anxious classroom situations, providing a few simple exercises to the student prior to the main assessment in math alarm, asking the student to help students in lower grades in math lesson to establish a self-efficacy anxiety disorder, using cognitive learning, in the process of solving math exercises related to evaluation, the use of relevant evaluation using authentic tasks, the use of amplifiers activity, encouraging based on the lowest level of performance without fear or anxiety in children and the use of self-assessment and peer assessment was. Conclusion: After implementation of these solutions, the student s anxiety was assessed again with the help of combined research method. The results showed that students anxiety was reduced in math lessons.