This study examines the relationship between anxiety toward geometry and geometric reasoning in 4th and 6th grade Primary Education students, addressing the need for domain-specific analyses of mathematics anxiety. While mathematics anxiety has been widely studied as a factor that negatively affects learning and performance, anxiety toward geometry has received less attention, despite the specific cognitive demands of this domain, such as spatial visualization and reasoning about properties. Exploring this relationship in Primary Education is especially relevant, as this stage is critical for the development of geometric thinking.

This research uses a non-experimental quantitative design with a sample of 221 students (109 in 4th grade and 112 in 6th grade). Two instruments were administered: an adapted geometry anxiety scale with high internal consistency (α = .939) and a geometric reasoning test based on the first three levels of the Van Hiele model, focusing on tasks involving triangles and quadrilaterals. Data were analyzed using descriptive statistics and inferential tests.

The results showed that most students reported low or very low levels of geometry anxiety, with no statistically significant differences between grades. Likewise, no significant differences were found between 4th and 6th grade in geometric reasoning. Analysis based on Van Hiele levels revealed that a large proportion of students in both grades remained at the initial visualization level, particularly in tasks involving quadrilaterals, while only a small percentage reached higher levels of analysis or informal deduction.

Finally, a significant negative correlation was found between geometry anxiety and geometric reasoning, indicating that higher reasoning levels are associated with lower anxiety. These findings highlight the close interaction between affective and cognitive factors in geometry learning and emphasize the importance of teaching approaches that address both emotional and cognitive aspects, fostering supportive environments where students can develop geometric reasoning without fear or tension.