Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders

Abstract

Introduction Math anxiety severely impacts individuals’ learning and future success. However, limited is understood about the profile in East Asian cultures where students genuinely show high‐level math anxiety, despite that they outperform their Western counterparts. Here, we investigate the relation between math anxiety and math achievement in children as young as first and second graders in Taiwan. Further, we evaluate whether intensive exposure to digital game‐based learning in mathematics could ameliorate math anxiety. Methods The study first evaluated a group of 159 first and second graders’ math anxiety and its correlation with math performance. Subsequently, a quasi‐experimental design was adopted: 77 of the children continued and participated in multi‐component digital game training targeting enumeration, speeded calculation, and working memory. Post‐assessment was administered afterward for further evaluation of training‐associated effects. Results Results confirmed that math anxiety was negatively associated with school math achievement, which assessed numerical knowledge and arithmetic calculation. Furthermore, children's math anxiety was remarkably reduced via digital training in mathematics after 6‐week intensive remediation. Crucially, this math anxiety relief was more prominent in those with high‐level math anxiety. Although the children who underwent the training showed training‐induced math achievement and working memory enhancement, this cognitive improvement appeared to be independent of the math anxiety relief. Conclusion Our findings demonstrate that students can show highly negative emotions and perceptions toward learning even in high‐achieving countries. Auspiciously, the feeling of distress toward learning has the feasibility to be relieved from short‐term intensive training. Our study suggests a new approach of early treatments to emotional disturbance that can lead to permanent consequences in individuals.

Reducing mathematics anxiety in the classroom

“…This finding is consistent with the study conducted by Ng and their colleagues (2022) which resulted in a reduction of maths anxiety levels of primary students in Taiwan after six weeks of intensive digital training (Ng et al, 2022). The study suggested that it was the sustained exposure to maths that helped reduce the negative emotions of the students towards maths, as it eliminates the expectation of an association between the source of anxiety and aversive outcomes (Ng et al, 2022).…”

“…Mixedmethods (61.5%) "I can maths! ": Reducing maths anxiety and increasing maths selfefficacy using a mindfulness and growth mindset-based intervention in first-year students (Samuel & Warner, 2021) The impact of mindfulness-based cognitive therapy on maths anxiety in adolescents (LaGue et al, 2019) Neural evidence for cognitive reappraisal as a strategy to alleviate the effects of maths anxiety (Pizzie et al, 2020) The impact of mindfulnessbased cognitive therapy on maths anxiety in adolescents (LaGue et al, 2019) Evaluation of maths anxiety and its remediation through a digital training program in maths for first and second graders (Ng et al, 2022) Co-development of maths anxiety, maths self-concept, and maths value in adolescence: The roles of parents and maths teachers (Wang et al, 2021) Anxiety is not enough to drive me away: A latent profile analysis on maths anxiety and maths motivation (Wang et al, 2018) The mediating role of attention in the association between maths anxiety and maths performance: An eye-tracking study (Li et al, 2022) Neural evidence for cognitive reappraisal as a strategy to alleviate the effects of maths anxiety (Pizzie et al, 2020)…”

“…An intervention that has been shown to reduce maths anxiety was sustained exposure to maths through one-to-one tutoring and continuous support from parents and teachers (LaGue et al, 2019;Ng et al, 2022;Schaeffer et al, 2018;Supekar et al, 2015;Wang et al, 2021).…”

Arithmetic problem size modulates brain activations in females but not in males

“…It can be triggered even when solving simple arithmetic problems, especially during timed conditions (Caviola et al, 2017) and when tasks increase in complexity (Ashcraft & Krause, 2007). Negative correlations between math anxiety and math achievement have also been reported in a wide range of students (Hembree, 1990;Ng et al, 2022). Even though females generally perform equivalently well with males in mathematical achievement, females are reported to show higher self-report math anxiety (Devine et al, 2012;Else-Quest et al, 2010;Ferguson et al, 2015;Hembree, 1990;Lau et al, 2022;Maloney et al, 2012) that can likely be attributed to social-cultural or emotional factors (Beilock et al, 2007;Bieg et al, 2015).…”

Mathematics Teachers’ Anxiety in Teaching and Learning Process: A Literature Review

“…Over the last few decades math anxiety has become an interesting topic of research. There are many studies that discuss math anxiety in students such as Ng, Chen, Wu, & Chang (2022); Pantoja, Schaeffer, Rozek, Beilock, & Levine, (2020); Ramda, Gunur, Mulu, & Makur, (2021). But math anxiety can occur to anyone including teachers that requires attention too.…”