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Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS)

Daniel A Scheibe1, Christopher A Was1, John Dunlosky1

  • 1The Psychological Sciences, Kent State University, Kent, OH 44240, USA.

Journal of Intelligence
|June 27, 2023
PubMed
Summary
This summary is machine-generated.

Math anxiety and metacognition interact to affect math problem-solving. This study introduces the Regulated Attention in Mathematical Problem Solving (RAMPS) framework to explain these interactions.

Keywords:
math anxietymathematical problem solvingmetacognitionmetacognitive experiencesstate math anxietyworking memory

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Area of Science:

  • Cognitive Psychology
  • Mathematics Education
  • Affective Neuroscience

Background:

  • Mathematical problem solving involves metacognitive, cognitive, and affective factors.
  • Interactions between metacognition and math anxiety are crucial for problem-solving performance.
  • Metacognitive judgments can be task-relevant or irrelevant, influencing control decisions.

Purpose of the Study:

  • To explore the interplay between metacognition and math anxiety in mathematical problem solving.
  • To propose a novel framework, Regulated Attention in Mathematical Problem Solving (RAMPS), integrating these factors.
  • To synthesize existing literature with new qualitative data.

Main Methods:

  • Qualitative analysis of reports from 673 participants.
  • Literature review on metacognition, math anxiety, and problem solving.
  • Development of the RAMPS framework.

Main Results:

  • Math anxiety can impair metacognitive accuracy and lead to avoidance of beneficial control strategies.
  • Task-irrelevant metacognitive monitoring can negatively impact problem-solving accuracy.
  • Task-relevant metacognitive experiences can facilitate effective control decisions.

Conclusions:

  • The RAMPS framework offers a new perspective on regulated attention in mathematical problem solving.
  • Understanding the interaction between metacognition and math anxiety is key to improving math performance.
  • Future research should investigate the practical applications of the RAMPS framework.