ArticleAnnals of the New York Academy of Sciences2022
Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development.
Article in Annals of the New York Academy of Sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 20 citations in OpenAlex.
- A study of notation dependence in fraction magnitude processing using event related potentials.Scientific reports · 2025Article
- Diverging roles of domain-specific anxieties in number-space associations. Insights from a multi-directional number line paradigm.Psychological research · 2025Article
- Understanding the social-emotional components of our "number sense": insights from a novel non-symbolic numerical comparison task.Frontiers in psychology · 2024Article
- Gender differences in elementary school students' fraction learning: roles of spatial ability and mathematical anxiety.Frontiers in psychology · 2024Article
- Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies.Journal of experimental psychology. General · 2023Article
- Mathematics anxiety-where are we and where shall we go?Annals of the New York Academy of Sciences · 2022Article
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
Abstract
Although important for the acquisition of later math skills, fractions are notoriously difficult. Previous studies have shown that higher math anxiety (MA) is associated with lower performance in symbolic fraction tasks in adults and have suggested that MA may negatively impact the acquisition of fractions in children. However, the effects of MA on fraction skills in school-aged children remain underexplored. We, therefore, investigated the impact of MA on the performance of younger (second and third graders) and older (fifth and sixth graders) children in math fluency (MF), written calculation, fraction knowledge (FK), and symbolic fraction and nonsymbolic ratio processing. On the basis of our prior work suggesting a perceptual foundation for fraction processing, we predicted that symbolic, but not nonsymbolic, math skills (especially fractions) would be impaired by MA. As predicted, higher MA was associated with lower performance in general mathematics achievement and symbolic fraction tasks, but nonsymbolic ratio processing was not affected by MA in either age group. Furthermore, working memory capacity partially mediated the effects of MA on general mathematics achievement, FK, and symbolic fraction processing. These results suggest that understanding the bidirectional interactions between MA and fractions may be important for helping children acquire these critical skills.
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