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Related Experiment Video

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

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Published on: August 28, 2021

Mathematics anxiety: separating the math from the anxiety.

Ian M Lyons¹, Sian L Beilock

¹Department of Psychology, University of Chicago, IL 60637, USA.

Cerebral Cortex (New York, N.Y. : 1991)

|October 22, 2011

Summary

Math anxiety impacts grades, but brain activity reveals hidden potential. Cognitive control during anticipation and motivational engagement during performance can overcome math deficits in anxious individuals.

Area of Science:

Neuroscience
Cognitive Psychology
Educational Psychology

Background:

Math anxiety is linked to poor academic performance.
However, not all individuals with math anxiety perform poorly.

Purpose of the Study:

Investigate neural mechanisms differentiating math anxiety and performance.
Examine the role of anticipatory and performance-related brain activity.

Main Methods:

Functional magnetic resonance imaging (fMRI) to measure brain activity.
Separated neural activity during math anticipation versus performance.
Correlated brain activity with math anxiety levels and performance deficits.

Main Results:

Higher math-anxious individuals showed increased frontoparietal activity during math anticipation, mitigating performance deficits.

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This frontoparietal network included the inferior frontal junction, linked to cognitive control.

Subcortical activity (caudate, nucleus accumbens, hippocampus) during performance mediated the link between anticipatory activity and math deficits.

Conclusions:

Individual differences in cognitive control (anticipation) and motivational resources (performance) predict math deficits in math-anxious individuals.
Educational interventions should focus on managing negative emotional responses to math.
This approach may help uncover mathematical competence in individuals currently limited by anxiety.