The neurophysiological relationship between number anxiety and the EEG gamma-band

Batashvili, Michael; Staples, Paul; Baker, Ian S.; Sheffield, David

doi:10.1080/20445911.2020.1778006

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…Recent research involving neuroimaging and ERP during numerical tasks have shown that cognitive processing differs between individuals with and without math anxiety, even though they may achieve similar performance outcomes (see [ 51 ]). Furthermore, Batashvili et al [ 52 ] found that individuals with math anxiety experienced a threat-related response just by observing simple numerical stimuli. Therefore, the model of reduced attention to numerical stimuli is consistent with the findings that math anxiety may reduce attention to numerical stimuli, even on basic numerical tasks if there is sufficient anxiety.…”

Section: Discussionmentioning

confidence: 99%

A neural network model of mathematics anxiety: The role of attention

Rose,

Alashwal,

Moustafa

et al. 2023

PLoS ONE

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Anxiety about performing numerical calculations is becoming an increasingly important issue. Termed mathematics anxiety, this condition negatively impacts performance in numerical tasks which can affect education outcomes and future employment. The disruption account proposes poor performance is due to anxiety disrupting limited attentional and inhibitory resources leaving fewer cognitive resources for the current task. This study provides the first neural network model of math anxiety. The model simulates performance in two commonly-used tasks related to math anxiety: the numerical Stroop and symbolic number comparison. Different model modifications were used to simulate high and low math-anxious conditions by modifying attentional processes and learning; these model modifications address different theories of math anxiety. The model simulations suggest that math anxiety is associated with reduced attention to numerical stimuli. These results are consistent with the disruption account and the attentional control theory where anxiety decreases goal-directed attention and increases stimulus-driven attention.

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Section: Discussionmentioning

confidence: 99%

A neural network model of mathematics anxiety: The role of attention

Rose,

Alashwal,

Moustafa

et al. 2023

PLoS ONE

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“…Maths anxiety can be described as the feelings of tension and apprehension when manipulating numbers or completing maths-based tasks (Ashcraft, 2002). There is neurophysiological evidence that self-reported maths anxiety is associated with brain activity in anticipation of doing maths (Lyons & Beilock, 2012), during mathematical problem solving (Young et al 2009), and even when presented with basic numerical information (Batashvili et al 2020). Furthermore, maths anxiety has been linked to physiological reactivity in response to maths of increasing difficulty (Hunt et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Measurement of mathematics anxiety in an Israeli adult population

Batashvili¹,

Cipora²,

Hunt³

2021

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Maths anxiety is common and refers to feelings of anxiety, fear and other negative emotions and thoughts in individuals when confronted with mathematical tasks or numerical information. Self-report measures of maths anxiety have been created, but the majority are in English and are not culturally relevant to all countries. This study aimed to translate and validate an existing measure for future use in Hebrew-speaking adult populations. The Mathematics Anxiety Scale - UK was translated to Hebrew and adult participants completed it alongside a general anxiety measure and a further self-report measure of maths anxiety. Results from a final sample of 213 participants, indicated the shortened, Hebrew version of the scale is internally consistent and is suitable for use in future maths anxiety research in adult Israeli populations. Findings regarding sex differences in maths anxiety are also discussed.

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“…Despite normal performance in most thinking and reasoning tasks, mathematics (maths) anxious individuals demonstrate poor attainment when solving maths problems [2] [3] as MA interferes with the cognitive processes required for successful mathematical problem solving. Recent work in this area has identified a neural threat response to maths stimuli when high maths anxious individuals are simply presented with a maths problem [4] or merely numbers [5]. As an emotional rather than intellectual problem, MA places the individual in a cognitively passive state in which they experience panic, depression, helplessness, nervousness and fearfulness [6] and is a particular issue for those whose ability is already poor [7].…”

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confidence: 99%

Interventions to address mathematics anxiety: An overview and recommendations

Petronzi¹,

Hunt²,

Sheffield³

2021

Preprint

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Mathematics anxiety (MA) is a negative cognitive-emotional response to mathematics (maths) or numbers associated with tense and anxious feelings that hinder the ability to manipulate numbers and solve mathematical problems. Maths anxious individuals often show poor performance when solving maths problem, but not on other cognitive tasks. We draw together empirical evidence from attempts to reduce MA, synthesising the literature and capturing a wide range of studies. Recent work has focussed on functional strategies that may encourage more positive perceptions of maths by reducing anxiety as well as improving attainment. A range of approaches have been implemented to target specific factors that previous research has identified as being implicated in MA, with varying success. These factors include cognitive and emotional processes, negative appraisal and self-concept, self-regulation and metacognition, and a lack of maths proficiency. Targeted strategies have also implicated self-concept, self-efficacy, and attitudes more generally related to maths. Those strategies that appear to be most effective in addressing MA are those that facilitate cognitive control, with an emphasis on attentional processes and emotion regulation. In the main, these studies provide support for the debilitating anxiety model, although recent work also supports an interpretation account of MA and may pave the way for more novel, cognitive-based interventions. Whilst neurophysiological studies offer insight into our understanding of MA, we recommend a move away from potential strategies that are resource-intensive. We propose the need for targeted strategies that are time and cost-effective, especially those that lend themselves to a range of educational contexts, such as home and virtual learning environments. To minimise avoidance, it is important that academic settings are inviting and encourage participation in maths learners. Pedagogical strategies that include a degree of co-construction may also encourage engagement and enjoyment, highlighting the relevance of maths.

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The neurophysiological relationship between number anxiety and the EEG gamma-band

Cited by 6 publications

References 26 publications

A neural network model of mathematics anxiety: The role of attention

A neural network model of mathematics anxiety: The role of attention

Measurement of mathematics anxiety in an Israeli adult population

Interventions to address mathematics anxiety: An overview and recommendations

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