Abstract:In the current study, we explored math anxiety in the context of a special kind of math practice, one that allowed for some flexibility on the part of the students. Such student-guided math practice is conducive to exploring how math anxiety relates to children’s day-to-day experiences with math, potentially yielding insights into math anxiety that would not be available otherwise. Students in Grades 3 and 4 (N = 26) could choose math problems that were below, at, or above their proficiency level. They also co… Show more
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