The Impact of Mathematics Anxiety on Primary School Children's Working Memory

Witt, Marcus

doi:10.1037/e617732012-008

Cited by 2 publications

(2 citation statements)

References 14 publications

(7 reference statements)

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“…Previous empirical studies examining the effects of MA on WMC adopted WMC tasks involving math-related problems, which resulted in confusion regarding WMC being impaired by worrying intrusive thoughts induced by math-related problems with WMC impaired by math-related problems involving WMC [18, 36, 37]. Hence, these studies were unable to disentangle the relationship between MA and WMC within the framework of PET, which claimed that the anxiety reaction involves worrying intrusive thoughts that consume the limited resources of WM, which are therefore less available for current task processing [20].…”

Section: Discussionmentioning

confidence: 99%

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

Shi

Peiru

2016

PLoS ONE

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Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

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Section: Discussionmentioning

confidence: 99%

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

Shi

Peiru

2016

PLoS ONE

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“…McLeod (1993), özellikle 9 ve 10 yaşlarını matematik kaygısının gelişmesinde özellikle önemli olarak tanımlamıştır (akt. Witt, 2012). Newstead (1998), bu aşamada oluşan tutumların değişmesinin oldukça zor olduğu ve yetişkin yaşantısında da devam edebileceğini ileri sürmektedir.…”

Section: öZetunclassified

İlkokul Öğrencilerinin Matematik Kaygılarının İncelenmesi Ve Metaforik Algılarının Sınıf Öğretmenleri İle Karşılaştırılması

Özdemir¹,

Şeker²

2019

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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teması için metafor ürettiği ve matematiğe ilişkin algılarını en çok oyun, bulmaca, eğlence, işlem, ders, uzay, yaşam metaforları ile açıkladıkları tespit edilmiştir. Öğrencilerin matematik kaygılarının nedenlerine ilişkin görüşlerinin yaklaşık % 25'inin öğrenci-ilişkili, % 75'inin öğretim-ilişkili olduğu tespit edilmiştir. Sınıf öğretmenlerinin matematiğe ilişkin olumlu görüşe sahip oldukları ortaya konmuştur.

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The Impact of Mathematics Anxiety on Primary School Children's Working Memory

Abstract: While there is little doubt that there is a connection between mathematics anxiety and poor mathematical performance, the direction and nature of this connection is less clear.

Cited by 2 publications

References 14 publications

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

İlkokul Öğrencilerinin Matematik Kaygılarının İncelenmesi Ve Metaforik Algılarının Sınıf Öğretmenleri İle Karşılaştırılması

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