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When approximate number acuity predicts math performance: The moderating role of math anxiety
Emily J Braham1, Melissa E Libertus1
1Department of Psychology and Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America.
Plos One
|May 3, 2018
Summary
Good approximate number system (ANS) acuity aids math fact recall. For applied math, strong ANS acuity benefits students with high math anxiety, suggesting ANS may protect anxious students.
Area of Science:
- Cognitive psychology
- Educational psychology
- Neuroscience
Background:
- Research links approximate number system (ANS) acuity to math performance.
- High math anxiety is associated with poorer math performance.
- Previous studies on ANS acuity and math anxiety have yielded conflicting results.
Purpose of the Study:
- To investigate the interplay between ANS acuity and math anxiety in undergraduate students.
- To examine how ANS acuity and math anxiety influence different aspects of math performance.
Main Methods:
- 87 undergraduate students completed assessments of ANS acuity.
- Participants underwent evaluations for math anxiety.
- Three distinct measures of math performance were administered.
Main Results:
- Both math anxiety and ANS acuity predicted the ability to recall basic number facts.
- ANS acuity predicted applied math problem-solving ability.
- A significant interaction revealed that ANS acuity's benefit for applied problem-solving was specific to students with high math anxiety.
Conclusions:
- ANS acuity and math anxiety have differential impacts on various math skills.
- Considering both ANS acuity and math anxiety is crucial for understanding math ability.
- High ANS acuity may serve as a protective factor for math-anxious students in specific math contexts.
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