Task features change the relation between math anxiety and number line estimation performance with rational numbers:...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Mathematics Education

Background:

• Math anxiety (MA) is known to negatively correlate with math performance.
• The specific impact of MA on different mathematical skills and number types is not fully understood.
• Task features may modulate the relationship between MA and performance.

Purpose of the Study:

• To investigate how task features, including number type, format, and ratio component size, affect the relationship between MA and math performance.
• To determine if MA's impact varies across different numerical tasks and skills.

Main Methods:

• Two large-scale studies were conducted with a combined sample size of 3,822 participants.
• Participants' math performance was assessed across various number types (whole numbers, fractions, percentages), formats (symbolic, nonsymbolic), and ratio component sizes (small, large).
• The relationship between math anxiety and performance was analyzed in relation to these task features.

Main Results:

• The negative relationship between MA and performance was strongest for large whole numbers and fractions.
• Math anxiety had a greater impact on performance with symbolic fractions compared to nonsymbolic fractions.
• The MA-performance link was more pronounced for smaller ratio components and varied depending on specific number types.

Conclusions:

• The relationship between math anxiety and math performance is not uniform and is significantly influenced by task-specific features.
• Math anxiety may affect certain mathematical skills more than others, suggesting a nuanced impact on numerical reasoning.
• Findings have implications for understanding numerical cognition and developing targeted interventions for math anxiety.