The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children

Primi, Caterina; Donati, Maria Anna; Izzo, Viola Angela; Guardabassi, Veronica; O’Connor, Patrick; Tomasetto, Carlo; Morsanyi, Kinga

doi:10.3389/fpsyg.2020.01014

Cited by 23 publications

(45 citation statements)

References 69 publications

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“…So is this Philipp (2007) , and the same belief is shared by students in terms of mathematics ( Bermejo et al, 2000a ). As some researchers have shown, there is a consistent relationship between math anxiety and performance (a medium to weak range, from −0.11 to −0.36), and they observe that those students who show higher in levels of MA tend to show poorer mathematics performance ( Primi et al, 2020 ). None of these aspects are facilitators in the teaching-learning process.…”

Section: Constructivist Intervention Programsmentioning

confidence: 94%

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

2021

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Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (Programa Evolutivo Instruccional para Matemáticas), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students’ performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction by being a great connoisseur of the fundamental aspects of the development of the child’s mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students. The implementation of PEIM along with the empirical evaluation conducted in several centers in Madrid and Zaragoza (Spain) confirm how students improve their mathematical competence. Both first- and second-grade students in elementary education were far more effective in solving problems, highlighting the use of more advanced strategies in their resolution and a lower incidence of conceptual errors. Moreover, it was possible to verify how the students proving greater difficulty, experienced an evolution in learning similarly to those who did not present it. The program provides customized education to allow the teacher to know at all times how he should be more influential on the students’ learning through mathematical profiles. Both teaching practice and teachers were observed, being that of the experimental group more prone to analyzing processes and allowing the construction of knowledge by students, due to their psycho-developmental training. As a result, we found several improvements through the implementation of the program that may serve, for upcoming years, as a basis for the necessary changes in the teaching of mathematics.

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Section: Constructivist Intervention Programsmentioning

confidence: 94%

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

2021

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“…While cross-sectional studies have consistently found a negative relation between MA-A and children's mathematics performance (e.g., Caviola et al, 2017;Primi et al, 2020;Van Mier et al, 2018), even after controlling for other types of anxiety (e.g., trait anxiety) and cognitive factors (i.e., IQ, working memory) (Lauer et al, 2018;Wu et al, 2012Wu et al, , 2014, this is not the case for studies focusing on the MA-C only (e.g., Dowker et al, 2012Dowker et al, , 2019Haase et al, 2012;Wood et al, 2012). Then again, studies with measures of MA-Com also report a negative relation between MA and mathematics performance (Harari et al, 2013;Jameson, 2013;Kucian et al, 2018).…”

Section: The Relation Between Mathematics Anxiety and Mathematics Performancementioning

confidence: 99%

“…Among younger children, the findings on the negative connection between MA and mathematics performance are less clear, and the role of numerical magnitude processing in this context is virtually unexplored. Some studies, mainly cross-sectional, demonstrate the presence of MA already in early grades (although see Szczygieł & Pieronkiewicz, 2021) and its coupling with inferior mathematics performance (e.g., Cargnelutti et al, 2017;Gunderson et al, 2018;Primi et al, 2020), while other studies have failed to detect this negative connection (Krinzinger et al, 2009;Wood et al, 2012). This also applies to the linkage between MA and numerical magnitude processing.…”

Section: Introductionmentioning

confidence: 99%

Developmental Relations between Mathematics Anxiety, Symbolic Numerical Magnitude Processing, and Arithmetic Skills from First to Second Grade

Mononen¹,

Niemivirta²,

Korhonen³

et al. 2021

Preprint

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We investigated the levels and changes in mathematics anxiety (MA), symbolic numerical magnitude processing (SNMP) and arithmetic skills, and how those changes are linked to each other. Children’s (n = 264) MA, SNMP and arithmetic skills were measured in Grade 1, and again in Grade 2, including also a mathematics performance test. All three constructs correlated significantly within each time point, and the rank-order stability over time was high, particularly in SNMP and arithmetic skills. By means of latent change score modeling, we found overall increases in SNMP and arithmetic skills over time, but not in MA. Most interestingly, changes in arithmetic skills and MA were correlated (i.e., steeper increase in arithmetic skills was linked with less steep increase in MA), as were changes in SNMP and arithmetic skills (i.e., improvement in SNMP was associated with improvement in arithmetic skills). Only the initial level of arithmetic skills and change in it predicted mathematics performance. The only gender difference, in favour of boys, was found in SNMP skills. The differential effects associated with MA (developmentally only linked with arithmetic skills) and gender (predicting only changes in SNMP) call for further longitudinal research on the different domains of mathematical skills.

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“…Other scales have been designed or modified for specific child and adolescent populations, e.g. the Mathematics Anxiety Rating Scale for Adolescents (Suinn & Edwards, 1982), the MARS for Elementary school children (Suinn et al 1988), the Mathematics Anxiety Questionnaire (Wigfield & Meece, 1988), the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990), the Maths Attitude and Anxiety Questionnaire (Dowker et al 2012), the Scale for Early Mathematics Anxiety (Wu et al 2012), the Child Mathematics Anxiety Questionnaire (Ramirez et al 2013), Math Anxiety Scale for Young Children (Harari et al 2013), the Children's Mathematics Anxiety Scale -UK (Petronzi et al 2018), the Modified Abbreviated Math Anxiety Scale (Carey et al 2017), and the Early Elementary School Abbreviated Math Anxiety Scale (Primi et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Measurement of mathematics anxiety in an Israeli adult population

Batashvili¹,

Cipora²,

Hunt³

2021

Preprint

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Maths anxiety is common and refers to feelings of anxiety, fear and other negative emotions and thoughts in individuals when confronted with mathematical tasks or numerical information. Self-report measures of maths anxiety have been created, but the majority are in English and are not culturally relevant to all countries. This study aimed to translate and validate an existing measure for future use in Hebrew-speaking adult populations. The Mathematics Anxiety Scale - UK was translated to Hebrew and adult participants completed it alongside a general anxiety measure and a further self-report measure of maths anxiety. Results from a final sample of 213 participants, indicated the shortened, Hebrew version of the scale is internally consistent and is suitable for use in future maths anxiety research in adult Israeli populations. Findings regarding sex differences in maths anxiety are also discussed.

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The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children

Cited by 23 publications

References 69 publications

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM)

Developmental Relations between Mathematics Anxiety, Symbolic Numerical Magnitude Processing, and Arithmetic Skills from First to Second Grade

Measurement of mathematics anxiety in an Israeli adult population

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