Introduction: Recent s tudies have proven that anxiety disorders have the highes t abundance throughout the world. Almos t everyone has experienced an anxiety. This anxiety can have an agonizing impact on a person’ s life; however, anxiety can also be invigorating. Invigorating anxiety pushes a person to work with a goal in mind, while the more detrimental type of anxiety limits his or her attention. The purpose of this s tudy was to inves tigate the brain function in tes t anxiety during answering mathematical ques tions. Material and Methods: In this experiment, 22 participants (9 male and 13 female) divided in two groups of tes t and control. Speelberger and ASRS anxiety tes ts were taken from all of the participants. Then electroencephalogram signal was recorded on 19 channels for 5 minutes with their eyes open and they were taking a conceptual math tes t simultaneously. In comparison with the control group, the tes t group had a shorter time to answer the ques tions and the video of the tes tgroup subjects was recorded while answering to a serious tes ter. After signal preprocessing, using Neuroguide software, frequency band powers of brain signal was extracted and the inattentional index (Theta/Beta ratio) was compared between the tes t and control groups using paired sample t-tes t. Results: In the tes t group, a significant decrease in theta to beta index was observed during math tes t compared to the eyes open condition on T3 (p=0. 077, t=1. 96), T4 (p=0. 026, t=2. 619), T5 (p=0. 084, t=1. 91) channels. Besides, a nearly significant correlation (r=0. 4055, p=0. 0612) was found between false answers and percent change of theta/beta index during math tes t compared to res t condition. Conclusion: Anxiety in the test group was invigorating and reduced tes t error and inattention index. In the healthy subjects, due to the imposing anxiety from tes ter, the level of attention of the subjects increased significantly and their error in answering the ques tions decreased.