Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review

By C. Eden, Angela Heine, Arthur M. Jacobs. 2013

80 citations recorded by the source corpus.

The purpose of the this article is to provide an overview of the current state of research concerning the development, determining factors and effects of mathematics anxiety, particularly with regard to young elementary school age level populations. Assessment instruments, potential risk-factors, consequences of mathematics anxiety, as well as approaches to intervention are summarized. Owing to the small number of studies focusing on mathematics anxiety in young children, findings from adult studies are briefly recapitulated. The available data emphasizes the need for systematic research that focuses on the one hand on the onset of mathematics anxiety at a young age, and on the other follows the development of longer periods of time. Furthermore, multi-method research designs may be the means to gain deeper insight into the dynamics of causes and effects when the interaction of mathematics anxiety and mathematical abilities are under scrutiny. Only by implementing longitudinal studies that involve different types of data and the formulation of complex models of the dynamics of mathematics anxiety over time, can its determining factors and its effects be generated.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2f562a2c4f4b64094b1b996f482337d10ba73f4e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Francesca Chiesi
2. Caterina Primi
3. Irene Mammarella
4. S. Caviola

In Experimental and Cognitive Psychology

1. Irene Mammarella
2. S. Caviola
3. Francesca Chiesi
4. Caterina Primi

In Social Psychology

1. Irene Mammarella
2. S. Caviola
3. Francesca Chiesi
4. Caterina Primi

Citations in the corpus

• Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, methodology): “Overall, the psychometric properties of most of these tools are generally inadequate due to several methodological shortcomings (Eden et al., 2013; Harari et al., 2013).”
• Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Given the recent call to improve learning in analytical reasoning courses (Dalby et al., 2013; Eden et al., 2013), this study focused specifically on the influence of instructional immediacy on math anxiety and student intrinsic motivation in analytical courses.”