Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.

doi:10.1080/15248372.2012.664593

Cited by 417 publications

(476 citation statements)

References 51 publications

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“…However, the effect of this anxiety tends to be most noticeable in later childhood and adolescence, when the consequences of mathematics avoidance become more pronounced (Ramirez et al, 2013). At elementary level, before options which lead to mathematics avoidance are encountered, peers will have had similar exposures to mathematics.…”

Section: Interactivity Defuses the Impact Of Math Anxiety In Primary mentioning

confidence: 99%

“…Tobias and Weissbrod (1980, p. 65) describe it as "the panic, helplessness, paralysis and mental disorganisation that arises among some people when they are required to solve a mathematical problem." Anxiety related to mathematics can lead to incessant worry about failure in math performance (Ramirez, Gunderson, Levine, & Beilock, 2013). This can often result in avoidance of numerical tasks (Krinzinger, Kaufmann, & Willmes, 2009).…”

Section: Interactivity Defuses the Impact Of Math Anxiety In Primary mentioning

confidence: 99%

“…Working memory was measured using a 'Total Digit Span' score, which is a composite of the forward and backward span tests from the 'Wechsler intelligence Scale for Children' -Third Edition (WISC-III; Wechsler, 1991) and as used in Ramirez et al (2013). The forward digit span task is intended to measure immediate verbal short-term memory, where the backward digit span is more indicative of executive attention.…”

Section: Materials and Measuresmentioning

confidence: 99%

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Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children

Allen

Vallée-Tourangeau

2015

Int J of Sci and Math Educ

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Math anxiety impedes performance in simple arithmetic tasks. Anxiety constrains working memory capacity and particularly the attentional functions of the central executive. The experiment reported here explored how interactivity mitigated the impact of math anxiety on the performance of elementary school students with simple additions. It manipulated two independent variables. The first was the length of the additions-involving either 7 or 11 number tokens (the value of the tokens ranged from 1 to 20). The other was the level of interactivity: in the low interactivity condition participants could not touch or point to the number tokens that configured the sums, and in a high interactivity condition participants could manipulate the tokens as they saw fit in deriving their answer. The length of the addition had an impact on accuracy, with longer sums leading to poorer performance. However, overall, performance in the high interactivity condition was superior, in terms of accuracy, absolute calculation error and efficiency, than performance in the low interactivity condition. Mathematics anxiety significantly predicted performance in the low interactivity condition, but not in the high interactivity condition. These results suggest that working memory resources are augmented through interactivity with the physical problem presentation, defusing the impact of anxiety on performance. MATH ANXIETY AND INTERACTIVITY

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Section: Interactivity Defuses the Impact Of Math Anxiety In Primary mentioning

confidence: 99%

Section: Interactivity Defuses the Impact Of Math Anxiety In Primary mentioning

confidence: 99%

Section: Materials and Measuresmentioning

confidence: 99%

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Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children

Allen

Vallée-Tourangeau

2015

Int J of Sci and Math Educ

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“…Since math anxiety is not an innate characteristic, it might be assumed that math anxiety emerges after math instruction and evaluation of math performance through marks at school. Possibly, math anxiety is absent before math instruction and only develops in the early school years (Gierl and Bisanz 1995;Krinzinger et al 2009;Ramirez et al 2013). Also, prior research demonstrated that children's self-concept in all areas increases between grades 3 and 6 (Cole et al 2001).…”

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An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

Erturan

Jansen

2015

Eur J Psychol Educ

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Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math competence, math anxiety, and math performance (whole-number computation) were measured in 208 children in grades 3-6 (ages 8-13 years) using data from the study of Jansen et al. (Learning and Individual Differences, 24, 190-197, 2013). Gender differences occurred only in test anxiety (boys had lower test anxiety than girls). Concerning the relationship between emotional experience of math and math performance, math anxiety and math performance were negatively related, but only for girls, even when controlled for test anxiety (Study 1). However, only the relation between perceived math competence and math performance was significant in Study 2, for both boys and girls. The relation between math anxiety and math performance was not significant in this study after controlling for perceived math competence. Therefore, we might conclude that perceived math competence is a crucial variable when investigating children's emotional experience concerning math.Keywords Gender . Math performance . Age groups . Mathanxiety . Perceived math competence Developing adequate math skills is important. Math is not only merely an important factor for success in natural sciences such as physics and chemistry but also to function adequately in daily life. Although gender differences have decreased and some studies suggest that there are almost no gender differences in levels of math achievement (Else-Quest et al.

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“…Birçok araştırmada bireydeki yüksek kaygı puanları ile başarı arasında negatif ilişki bulunduğu gözlenmiştir (Devine, Fawcett, Szűcs & Dowker, 2012;Dursun ve Bindak, 2011;Ramirez, Gunderson, Levine & Beilock, 2013;OECD, 2004;Yenilmez ve Özbey, 2006;Zakaria & Nordin, 2008). PISA 2012 sonuçlarına göre de kaygı matematik performansının manidar ve önemli bir yordayıcısıdır.…”

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Pisa 2012 Türki̇ye Veri̇leri̇ne Göre Öğrenci̇leri̇n Matemati̇k Anksi̇yetesi̇ni̇n Siniflandiricilari

Tatli¹,

Ergin²,

Demir³

2016

İlköğretim Online

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Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Cited by 417 publications

References 51 publications

Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children

Interactivity Defuses the Impact of Mathematics Anxiety in Primary School Children

An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

Pisa 2012 Türki̇ye Veri̇leri̇ne Göre Öğrenci̇leri̇n Matemati̇k Anksi̇yetesi̇ni̇n Siniflandiricilari

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