Is math anxiety a mathematical learning disability

By M. Ashcraft, J. Krause, D. Hopko. 2007

145 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/57bc6f24098bba9fea470d032afa63cdb2c0ffe9

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Citations in the corpus

Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “These have generally been termed ‘mathematics anxiety’ (Ashcraft et al. 2007; Hembree 1990; Meece et al. 1990).”
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety (2013, background): “Whole number arithmetic problems are easier for both children and adults to solve and induce less anxiety in both children and adults (e.g., Ashcraft, 2002; Ashcraft et al., 2007; Harari, Vukovic, & Bailey, in press).”
Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety (2017, methodology): “Because children’s mathematics performance is likely to be influenced by anxiety during assessment (Ashcraft et al., 2007; Ashcraft & Ridley, 2005), there is the possibility that highly math-anxious children may have the potential to improve their mathematics performance, if they are able to combat…”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…both in the immediate context of a performance-based setting (e.g., math class) or in anticipation of having to perform (e.g., being called on during math class) and the potential for negative evaluation by either teachers or peers (Ashcraft et al., 2007; Hopko, McNeil, Zvolensky, & Eifert, 2001).”
Working memory, math performance, and math anxiety (2007, background): “In short, lower-than-average math abilities and/or working memory capacity, susceptibility to public embarrassment, and a nonsupportive teacher all may be risk factors for developing math anxiety (Ashcraft et al., 2007).”
Mathematics Anxiety and the Affective Drop in Performance (2009, methodology): “…been shown not to have differences in mastery when they are tested in an untimed, low-pressure setting (Faust, Ashcraft, & Fleck, 1996; see also Ashcraft et al., 2007, who showed no math anxiety differences on accuracy using the first three lines of the Wide Range Achievement Test, the three…”
Mathematics Anxiety in Young Children: An Exploratory Study (2013, background): “complex to evoke strong reactions, and (c) children have developed the cognitive sophistication to report on their mathematics anxiety (Ashcraft et al., 2007).”