Symbolic Processing Mediates the Relationship Between Math Anxiety and Mental Arithmetic Performance

2013 ◽  
Author(s):  
Hye-sang Chang ◽  
Ian M. Lyons ◽  
Sian L. Beilock
Keyword(s):  
Math Anxiety ◽  
Mental Arithmetic ◽  
Symbolic Processing ◽  
Arithmetic Performance ◽  
The Relationship

scholarly journals Anxiety-Related Difficulties With Complex Arithmetic

2021 ◽  
Vol 229 (4) ◽  
pp. 236-240
Author(s):  
Julia F. Huber ◽  
Christina Artemenko
Keyword(s):  
Math Anxiety ◽  
Mental Arithmetic ◽  
Cognitive Resources ◽  
Arithmetic Task ◽  
Complex Tasks ◽  
Complex Arithmetic ◽  
Mental Arithmetic Task ◽  
Arithmetic Performance ◽  
Successful Replication ◽  
Memory Resources

Abstract. Human behavior depends on the interplay between cognition and emotion. Negative emotions like anxiety affect performance, particularly in complex tasks, by limiting cognitive resources – known as the anxiety–complexity effect. This study set out to replicate the anxiety–complexity effect in a web-based experiment. We investigated individual differences in math anxiety – a negative emotional response specific to math – and arithmetic performance ( N = 382). The mental arithmetic task consisted of a two-digit addition and subtraction, with/without carrying or borrowing, respectively. As expected and preregistered, higher math anxiety was related to poorer arithmetic performance, especially in complex tasks – indicating the anxiety–complexity effect. Consequently, the negative math anxiety-performance link is especially pronounced for complex arithmetic, which requires calculations across place-values and thus working memory resources. This successful replication of the anxiety–complexity effect suggests that math-anxious individuals have particular difficulties in complex arithmetic.

The visual number world: A dynamic approach to study the mathematical mind

2018 ◽  
Vol 71 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Matthias Hartmann ◽  
Jochen Laubrock ◽  
Martin H Fischer
Keyword(s):  
Numerical Cognition ◽  
Mental Arithmetic ◽  
Simultaneous Presentation ◽  
Language Research ◽  
On Line ◽  
Arithmetic Performance ◽  
Mathematical Mind ◽  
The Mind ◽  
Visual Number

In the domain of language research, the simultaneous presentation of a visual scene and its auditory description (i.e., the visual world paradigm) has been used to reveal the timing of mental mechanisms. Here we apply this rationale to the domain of numerical cognition in order to explore the differences between fast and slow arithmetic performance, and to further study the role of spatial-numerical associations during mental arithmetic. We presented 30 healthy adults simultaneously with visual displays containing four numbers and with auditory addition and subtraction problems. Analysis of eye movements revealed that participants look spontaneously at the numbers they currently process (operands, solution). Faster performance was characterized by shorter latencies prior to fixating the relevant numbers and fewer revisits to the first operand while computing the solution. These signatures of superior task performance were more pronounced for addition and visual numbers arranged in ascending order, and for subtraction and numbers arranged in descending order (compared to the opposite pairings). Our results show that the “visual number world”-paradigm provides on-line access to the mind during mental arithmetic, is able to capture variability in arithmetic performance, and is sensitive to visual layout manipulations that are otherwise not reflected in response time measurements.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

Dyscalculia in Patients with Vertigo

1990 ◽  
Vol 1 (1) ◽  
pp. 31-37
Author(s):  
John Risey ◽  
Wayne Briner
Keyword(s):  
Learning Disabilities ◽  
Cognitive Function ◽  
Auditory System ◽  
Auditory Processing ◽  
Mental Arithmetic ◽  
Central Auditory Processing ◽  
Balance Disorders ◽  
Central Origin ◽  
The Relationship

This paper reports a hitherto undescribed relationship between vertigo of central origin and dyscalculia. Subjects with vertigo skipped and displaced decades when counting backwards by two. The error is not recognized when presented visually. The subjects also display decrements in ability to do mental arithmetic and in central auditory processing. The results are discussed in light of the relationship between the central vestibular/auditory system and structures involved in higher cognitive function. The relationship between balance disorders and children with learning disabilities is also examined.

scholarly journals When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year

2020 ◽  
Vol 23 (4) ◽  
pp. 1023-1054
Author(s):  
Monika Szczygieł
Keyword(s):  
Elementary School Children ◽  
Math Achievement ◽  
Math Anxiety ◽  
First Grade ◽  
Third Grade ◽  
Final Grade ◽  
Early School ◽  
The Relationship ◽  
Social Source

Abstract The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and teachers (but not fathers) explains the level of math achievement in third-grade children. The research results indicate the importance of adults in shaping pupils’ math anxiety and math achievement, but these relationships vary depending on gender and the grade year. The obtained outcomes generally suggest that adults’ math anxiety is not a social source of children’s math anxiety, but it can be considered a source of low math achievement among children in the final grade of early school education.

Mathematics and Self-Esteem: Implications for Women's Career Choice

1986 ◽  
Vol 10 (4) ◽  
pp. 339-352 ◽  
Author(s):  
Joan M. Singer ◽  
Jayne E. Stake
Keyword(s):  
Math Anxiety ◽  
Self Esteem ◽  
Career Goals ◽  
Men Students ◽  
Career Goal ◽  
Men And Women ◽  
Math Ability ◽  
Self Assessments ◽  
Relationship Of ◽  
The Relationship

The relationship of math participation and success to self-esteem and career goals is examined in a sample of 64 women and 52 men college students at the end of their sophomore year. No gender differences were found in math anxiety or perceptions of the usefulness of mathematics, but women were less likely to select a math-related career goal. Among the men students, math participation and self-assessments of math ability were positively related to more general self-estimates of competence; among women, these variables were not related significantly. Women's choices for math-related careers were more closely associated with scholastic ability and math background than were men's career choices. These results are discussed in the context of societal pressures and supports for men and women in regard to math participation.

Critiques: Cognitive Skills and Arithmetic Performance: A Reply to Steffe and Cobb

1983 ◽  
Vol 14 (1) ◽  
pp. 77-79
Author(s):  
James Hiebert ◽  
Thomas P. Carpenter ◽  
James M. Moser
Keyword(s):  
Cognitive Skills ◽  
Complex Task ◽  
Arithmetic Performance ◽  
The Relationship

Investigating relationships between major domains of knowledge is a complex task. A number of fundamental questions often accompany such attempts, and our study on the relationship between cognitive skills and arithmetic performance is no exception. Steffe and Cobb (1983) identified some of these questions. This interchange, we hope, will help to clarify the issues and the alternative views.

Emergent Features, Spatial Arithmetic, and Visual Scanning Behavior

1998 ◽  
Vol 42 (22) ◽  
pp. 1580-1584 ◽  
Author(s):  
Karel M. Hurts ◽  
Theo H. van Leeuwen
Keyword(s):  
Mental Arithmetic ◽  
Relative Effectiveness ◽  
Spatial Processing ◽  
Visual Scanning ◽  
Performance Indices ◽  
Emergent Features ◽  
Separable Graph ◽  
Scanning Behavior ◽  
The Relationship ◽  
Integrated Tasks

In this study the relationship between spatial arithmetic and emergent features was investigated in a study requiring subjects to perform integrated tasks (tasks that require the integration of various data values shown in a graph) with one type of configural graph and one type of non-configural (separable) graph. Among other things, the question was addressed to what extent separable graphs have emergent features (perceptual qualities arising from the way the values are plotted) that can invoke spatial arithmetic (arithmetic using visual strategies) and thereby can facilitate task performance. To this end tasks were defined that were expected to invoke either spatial or mental (non-spatial) arithmetic. The subjects' visual scanning behavior was also recorded to see if it can supplement performance indices as a means for comparing spatial and mental arithmetic and for assessing the relative effectiveness by which graphical information is processed. The results of an experiment show that, as expected, spatial arithmetic can be invoked in both configural graphs and separable graphs. In addition, spatial arithmetic and mental arithmetic could be experimentally distinguished in terms of global characteristics of the visual scanning behavior. However, configural graphs did not result in better performance than separable graphs. These findings are discussed, the focus of the discussion being on the multitude of features that are often present in both configural and separable graphs and that allow for various degrees of spatial processing.

scholarly journals The relationship between mental arithmetic and estimate approximate skill and solving mathematical problems among sixth grade students"

2018 ◽  
Vol 217 (2) ◽  
pp. 29-56
Author(s):  
Assist prof Dr. Sudail Adel Fattah
Keyword(s):  
Mathematics Curriculum ◽  
Mental Arithmetic ◽  
Sixth Grade ◽  
Validity And Reliability ◽  
Approximate Estimate ◽  
Sixth Grade Students ◽  
Search Tool ◽  
Mathematical Problems ◽  
The Relationship ◽  
Math Problems

The research aims to find out the relationship between mental arithmetic and estimate approximate skill and solving mathematical problems among sixth grade students in :Baghdad by answering the following questionsIs there a statistically significant correlation between mental arithmetic and approximate estimate the sixth grade pupils skill?Is there a statistically significant correlation between mental arithmetic skill and solving mathematical problems among sixth gradersPrimary?Is there a statistically significant correlation between the rough estimate and solving mathematical problems among sixth grade students?Be the research community of the disciples of sixth grade in the city of Baghdad / Rusafa first for the academic year 2015/2016, where numbered (8710), a pupil was chosen from a random sample consisted of 302 pupils either search tool is about three tests, one of them related to the account the mental and the other approximate estimate and last sports problems and after verifying the validity and reliability of the tests were applied to the sample and the results showed the weakness of students in mental arithmetic and estimate approximate skill and solving math problems and the existence of a correlation between them.The study concluded that a number of recommendations including:Further research on an objective mental arithmetic and solving math problems, and include mathematics curriculum activities develop mental arithmetic and approximate estimate and solving math problems.

scholarly journals The relationship between problem size and fixation patterns during addition, subtraction, multiplication, and division

2016 ◽  
Vol 2 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Evan T. Curtis ◽  
Matthew G. Huebner ◽  
Jo-Anne LeFevre
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Cognitive Processing ◽  
Mental Arithmetic ◽  
Problem Size ◽  
Single Digit ◽  
Simple Arithmetic ◽  
Division Problems ◽  
The Right ◽  
The Relationship

Eye-tracking methods have only rarely been used to examine the online cognitive processing that occurs during mental arithmetic on simple arithmetic problems, that is, addition and multiplication problems with single-digit operands (e.g., operands 2 through 9; 2 + 3, 6 x 8) and the inverse subtraction and division problems (e.g., 5 – 3; 48 ÷ 6). Participants (N = 109) solved arithmetic problems from one of the four operations while their eye movements were recorded. We found three unique fixation patterns. During addition and multiplication, participants allocated half of their fixations to the operator and one-quarter to each operand, independent of problem size. The pattern was similar on small subtraction and division problems. However, on large subtraction problems, fixations were distributed approximately evenly across the three stimulus components. On large division problems, over half of the fixations occurred on the left operand, with the rest distributed between the operation sign and the right operand. We discuss the relations between these eye tracking patterns and other research on the differences in processing across arithmetic operations.

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