Non-symbolic representation is modulated by math anxiety and cognitive inhibition while symbolic representation not

Guan, Dongxiao; Ai, Jiru; Gao, Ya‐Ru; Li, Hongxia; Huang, Bijuan; Si, Jiwei

doi:10.1007/s00426-020-01356-7

Cited by 5 publications

(8 citation statements)

References 38 publications

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“…Even at the bivariate level, inhibitory control and ANS performance were largely unrelated to the math outcomes measured here. These correlations were also inconsistent with some prior work, [79][80][81][82][86][87][88] as inhibitory control and ANS performance were unrelated to math anxiety at both the bivariate level and in structural models.…”

Section: Weaker Independent Relations Between Cognitive Predictors An...contrasting

confidence: 99%

“…For instance, a few recent studies have examined the links between math anxiety and inhibitory control in adults, finding that higher math anxiety is typically associated with lower inhibitory control. [79][80][81] A similar pattern of findings has been documented with children as well, but fewer studies have investigated these trends 82 (but see Ref. 83).…”

Section: Affective Predictors Of Math Performancementioning

confidence: 54%

“…More recently, researchers have begun to bridge the gap between the two bodies of literature examining cognitive and affective predictors of math and explore how the two may relate to one another. For instance, a few recent studies have examined the links between math anxiety and inhibitory control in adults, finding that higher math anxiety is typically associated with lower inhibitory control 79–81 . A similar pattern of findings has been documented with children as well, but fewer studies have investigated these trends 82 (but see Ref.…”

Section: Introductionmentioning

confidence: 77%

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Teasing apart the unique contributions of cognitive and affective predictors of math performance

Silver

Elliott

Reynvoet

et al. 2022

Annals of the New York Academy of Sciences

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Math permeates everyday life, and math skills are linked to general educational attainment, income, career choice, likelihood of full‐time employment, and health and financial decision making. Thus, researchers have attempted to understand factors predicting math performance in order to identify ways of supporting math development. Work examining individual differences in math performance typically focuses on either cognitive predictors, including inhibitory control and the approximate number system (ANS; a nonsymbolic numerical comparison system), or affective predictors, like math anxiety. Studies with children suggest that these factors are interrelated, warranting examination of whether and how each uniquely and independently contributes to math performance in adulthood. Here, we examined how inhibitory control, the ANS, and math anxiety predicted college students’ math performance (n = 122, mean age = 19.70 years). Using structural equation modeling, we find that although inhibitory control and the ANS were closely related to each other, they did not predict math performance above and beyond the effects of the other while also controlling for math anxiety. Instead, math anxiety was the only unique predictor of math performance. These findings contradict previous results in children and reinforce the need to consider affective factors in our discussions and interventions for supporting math performance in college students.

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Section: Weaker Independent Relations Between Cognitive Predictors An...contrasting

confidence: 99%

Section: Affective Predictors Of Math Performancementioning

confidence: 54%

Section: Introductionmentioning

confidence: 77%

See 1 more Smart Citation

Teasing apart the unique contributions of cognitive and affective predictors of math performance

Silver

Elliott

Reynvoet

et al. 2022

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

show abstract

“…Of the five categories, the last three represent the level of abstraction and, in mathematical problem solving, have a higher representation (Sterner et al, 2020). A learning approach that plays a role in providing opportunities to help students communicate their mathematical ideas without any limitations is the role of representation (Chung & Wang, 2018;Guan et al, 2021;Lee et al, 2020;Scholkopf et al, 2021). Like the previous understanding, Komala & Sarmini (2020) state that representation is when students look back at a problem in a simple form based on their understanding and communicate the solutions obtained through representations.…”

Section: Introductionmentioning

confidence: 99%

“…This process is shown in Figure 1. Research related to representation ability has been carried out (Imaduddin & Haryani, 2019;Ke & Clark, 2020;Khaerunnisa & Santosa, 2020;Scholkopf et al, 2021;Sterner et al, 2020;Chung & Wang, 2018;Guan et al, 2021;Hatisaru, 2020;Lee et al, 2020;Mainali, 2021;Fitrianna et al, 2018;Lengkana et al, 2020). Some of these studies show that using models and media in learning can improve students' mathematical representation abilities.…”

Section: Introductionmentioning

confidence: 99%

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM)

Darmayanti

Syaifuddin

Rizki

et al. 2022

JASME

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Mathematical representation is the ability of students to explore and use mathematical ideas explicitly. This study aimed to learn about the effectiveness of the Mastery Learning Assessment Model (MLAM) in mathematics learning at the Assyfa Learning Center Foundation Pasuruan, which then described students' abilities in solving mathematical representation problems evaluated from mathematical dispositions. MLAM is based on repeating a similar assessment through an overhaul of mastery learning from previous researchers. This study used a descriptive qualitative method. In the study presented here, 20 subjects were pooled and surveyed using a continuous assessment tool based on high, low, and moderate math ability. The results showed that almost all students could use representational images to solve mathematical problems, create mathematical models, and solve problems related to mathematical expressions. On the other hand, most students could not complete the two indicators of mathematical representation, namely making sketches and mathematical models based on the given situation and data. This result is indicated by the 75% of students who completed this lesson. Based on the Teaching Evaluation (TER) results, most students are also satisfied with this approach. It is expected that the MLAM assessment can improve students' mathematical representation skills.

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Symbolic number ordering strategies and math anxiety

Dubinkina

Sella

Vanbecelaere

et al. 2023

Cognition and Emotion

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Symbolic number ordering strategies and math anxietyMath anxiety results in a drop in performance on various math-related tasks, including the symbolic number ordering task in which participants decide whether a triplet of digits is presented in order (e.g., 3-5-7) or not (e.g., 3-7-5). We investigated whether the strategy repertoire and reaction times during a symbolic ordering task were affected by math anxiety. In study 1, participants performed an untimed symbolic number ordering task and indicated the strategy they used on a trial-by-trial basis. The use of the memory retrieval strategy, based on the immediate recognition of the triplet, decreased with high math anxiety, but disappeared when controlling for general anxiety. In the study 2, participants completed a timed version of the number order task. High math-anxious participants used the decomposition strategy (e.g., 5 is larger than 3 and 7 is larger than 5 to decide whether 3-5-7 is in the correct order) more often, and were slower in responding when both memory-and other decomposition strategies were used.Altogether, both studies demonstrate that high-math anxious participants are not only slower to decide whether a number triplet is in the correct order, but also rely more on procedural strategies.

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Non-symbolic representation is modulated by math anxiety and cognitive inhibition while symbolic representation not

Cited by 5 publications

References 38 publications

Teasing apart the unique contributions of cognitive and affective predictors of math performance

Teasing apart the unique contributions of cognitive and affective predictors of math performance

High school students’ mathematical representation ability: Evaluation of disposition based on mastery learning assessment model (MLAM)

Symbolic number ordering strategies and math anxiety

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