ArticleBrain and behavior2022
Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders.
Article in Brain and behavior, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 2 of them syntheses that pooled it.
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Who cites it
4 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Mathematics Skills in Epilepsy: A Systematic Review and Meta-Analysis.Neuropsychology review · 2024Pooled it
- The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review.Frontiers in psychology · 2023Pooled it
- "It's Different for Girls!" The Role of Anxiety, Physiological Arousal, and Subject Preferences in Primary School Children's Math and Mental Rotation Performance.Behavioral sciences (Basel, Switzerland) · 2024Article
- Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders.Brain and behavior · 2022Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionMath 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.
methodsThe 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.
resultsResults 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.
conclusionOur 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.
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