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How are different math knowledge presentations associated with math anxiety?

Tian Li1, Chuansheng Chen2, Xinlin Zhou1

  • 1State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.

Annals of the New York Academy of Sciences
|December 20, 2022
PubMed
Summary
This summary is machine-generated.

Symbolic math problems trigger more math anxiety in students than verbal or situational ones. This suggests focusing on how math is presented can help reduce math anxiety in education.

Keywords:
math anxietymath knowledge presentationsmixed linear modelthree-component mathematics

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Mathematics Education

Background:

  • A strong link exists between mathematical performance and math anxiety.
  • However, the influence of different mathematical representations on math anxiety remains under-explored.

Purpose of the Study:

  • To investigate how various presentations of mathematics (verbalized, symbolic, situational) are associated with math anxiety in elementary students.
  • To determine which mathematical format most significantly correlates with and induces math anxiety.

Main Methods:

  • 826 elementary students (grades 5-6) completed math anxiety questionnaires (trait and state).
  • Students also undertook a nonverbal matrix reasoning task and solved fraction problems in verbalized, symbolic, and situational formats.
  • Partial correlation and mixed linear model analyses were used on data from 798 students.

Main Results:

  • Math anxiety (trait and state) showed a stronger correlation with symbolic fraction problem-solving compared to verbalized and situational formats.
  • Math state anxiety was significantly higher when solving symbolic problems than verbalized or situational ones.
  • Symbolic math presentations were found to be more anxiety-inducing than verbal or situational ones.

Conclusions:

  • The symbolic representation of mathematics is more likely to elicit math anxiety in students.
  • These findings offer valuable insights for developing targeted math anxiety interventions and improving math education strategies.
  • Educational approaches may benefit from considering the impact of mathematical format on student anxiety levels.