Patterns of anxiety in algebraic problem solving: A three-step latent variable analysis

Trezise, Kelly; Reeve, Robert A.

doi:10.1016/j.lindif.2018.02.007

Cited by 18 publications

(26 citation statements)

References 54 publications

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“…We observed a significant negative relationship between math anxiety and visuospatial WM, suggesting that children with higher math anxiety have less storage capacity for visual and spatial information. This finding is in line with previous literature reporting the influence of math anxiety on visuospatial WM (e.g., Trezise and Reeve, 2018). Miller and Bichsel (2004) found math anxiety effects on visual WM but not on verbal WM.…”

Section: Discussionsupporting

confidence: 93%

“…Nonetheless, they did not measure the response time in their math tasks, which might have shown a significant association as well. In line with their finding, Trezise and Reeve (2018) showed that while anxiety is negatively related to the response accuracy in two low- and high-time pressure conditions, there is no significant correlation between math anxiety and response time in 14-year-old children. It seems that the underlying mechanisms of one-time math performance measures differ from math learning.…”

Section: Discussionsupporting

confidence: 71%

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Math Anxiety in Combination With Low Visuospatial Memory Impairs Math Learning in Children

et al. 2019

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Math anxiety impairs academic achievements in mathematics. According to the processing efficiency theory (PET), the adverse effect is the result of reduced processing capacity in working memory (WM). However, this relationship has been examined mostly with correlational designs. Therefore, using an intervention paradigm, we examined the effects of math anxiety on math learning. Twenty-five 5th graders underwent seven training sessions of multiplication over the course of 2 weeks. Children were faster and made fewer errors in solving trained problems than untrained problems after learning. By testing the relationship between math anxiety, WM, and math learning, we found that if children have little or no math anxiety, enough WM resources are left for math learning, so learning is not impeded. If they have high math anxiety and high visuospatial WM, some WM resources are needed to deal with math anxiety but learning is still supported. However, if they have high math anxiety and low visuospatial WM capacity, math learning is significantly impaired. These children have less capacity to learn new math content as cognitive resources are diverted to deal with their math anxiety. We conclude that math anxiety not only hinders children’s performance in the present but potentially has long-lasting consequences, because it impairs not only math performance but also math learning. This intervention study partially supports the PET because only the combination of high math anxiety and low WM capacity seems critical for hindering math learning. Moreover, an adverse effect of math anxiety was observed on performance effectiveness (response accuracy) but not processing efficiency (response time).

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 71%

Math Anxiety in Combination With Low Visuospatial Memory Impairs Math Learning in Children

et al. 2019

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“…It had shown that the teachers failed to examine their values and beliefs critically and identifying the very nature of students' abilities attributed to low learning retention. Because of these, the students developed negative feelings on Mathematical cognition like indifference, lack of self-respect, neglect, and inattentiveness (Colomeischi & Colomeischi, 2015;Trezise & Reeve, 2018;Mata, et al 2012). The results also highlighted some of the characteristics of teachers in Mathematics that were fully aware of their roles to their students inside and outside of the classrooms (Azmidar, et al 2017;Khayati & Payan, 2014;Frenzel, et al 2010;Lazarides & Ittel, 2013).…”

Section: The Classroom Issuesmentioning

confidence: 87%

Transformative Professional Development for Mathematics Teachers

Bonghanoy¹,

Sagpang²,

Alejan³

et al. 2019

J. Math. Educ.

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This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.

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“…4. Trezise and Reeve (2018) indicate stability in currently perceived anxiety depending on task difficulty as one of distinctive features of profiles they differentiated: interestingly only two out of five profiles (very high and very low MA) were consistent across types of tasks. Three other profiles revealed fluctuations in MA depending on task difficulty, way of presenting a problem, and presence of time pressure.…”

Section: Challenges and Unanswered Questionsmentioning

confidence: 93%