Role of executive functions in the relations of state- and trait-math anxiety with math performance
Annals of the New York Academy of SciencesAbstract The detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait‐math anxiety rather than state‐math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them.
Santiago Pelegrina +2 more
exaly +5 more sources
Spatial and Math Anxiety Differentially Predict Spatial and Math Performance. [PDF]
Spatial skills are crucial for math learning and success in STEM fields, including computer science and artificial intelligence. Given that math anxiety harms math learning and interests, understanding how spatial skills moderate the relationship between STEM-specific anxieties (e.g., math and spatial anxiety) and math and spatial performance is ...
Valadez, Angela +2 more
core +4 more sources
Does Math Anxiety Moderate the Effect of an Online Arousal Reappraisal Intervention on Math Performance? [PDF]
, 2021 Math anxiety has been consistently associated with lowered math performance and achievement regardless of skills and abilities. These decrements in math performance and achievement and accompanying avoidance of opportunities to improve math skills can ...
Taber, Zachary
core +1 more source
The effectiveness of flipped teaching on math anxiety and math performance in 5th grade students [PDF]
Fanāvarī-i āmūzish, 2021 flipped teaching method. The goal of this study was determining the effect of flipped teaching on students' math anxiety and math performance. Methods: The statistical population of the study was comprised of all fifth grade female students in Marand ...
S. Niyaie, A. Imanzadeh, Sh. Vahedi
doaj +1 more source
Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children
Brain Sciences, 2022 Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention
Lars Orbach, Annemarie Fritz
doaj +1 more source
When Does the Story Matter? No Evidence for the Foregrounding Hypothesis in Math Story Problems
Journal of Numerical Cognition, 2021 Math story problems are difficult for many solvers because comprehension of mathematical and linguistic content must occur simultaneously. Across two studies, we attempted to conceptually replicate and extend findings reported by Mattarella-Micke and ...
Sabrina M. Di Lonardo Burr +3 more
doaj +1 more source
The effect of learning mathematics using the VAK(Visual Auditory Kinesthetic) method on the attitudes and academic performance of primary school students in virtual education during the Corona period [PDF]
Fanāvarī-i āmūzish, 2023 Background and Objectives: Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the ...
N. Bardia +2 more
doaj +1 more source
Football to improve math and reading performance [PDF]
Education Economics, 2014 Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended school day program for underachieving pupils that ...
Van Klaveren, C., De Witte, Kristof
openaire +3 more sources
Neural correlates of math anxiety – An overview and implications
Frontiers in Psychology, 2015 Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms.
Christina eArtemenko +5 more
doaj +1 more source
The effects of CLIL on mathematical content learning: A longitudinal study
Studies in Second Language Learning and Teaching, 2016 Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness.
Jill Surmont +3 more
doaj +1 more source