Work

Towards an Integrative Model of Math Cognition: Interactions between Working Memory and Emotions in Explaining Children’s Math Performance

Year: 2023

Type: article

Abstract: Individual variation in mathematical skills can be ascribed to differences in cognitive ability, but also to students' emotional experiences of mathematics, such as enjoyment and anxiety. The current study investigated how the interplay of working memory with math anxiety and enjoyment explains mathematical performance in primary school students. We also explored whether these relations differed with the type of math test and students' age. Using mixed effect models, we reanalyzed data from 4471 Dutch primary school students (grades 2-6) who had completed two computerized working memory tasks, had filled out a questionnaire on math emotions, and had completed two math tests: story problems and speeded arithmetic. Findings showed that working memory, anxiety, and enjoyment were linear (but not curvilinear) predictors of performance on both tests, while some relations were stronger for the math (story)-problem-solving test. Higher math anxiety negatively impacted performance more strongly for students with stronger working memory skills, but only on the arithmetic test. No interaction between working memory and enjoyment was found. The relation between math anxiety and math performance increased with grade level, but no other age-related changes were found. Interpretations and recommendations focus on situated views on learning and emotion.

Source: Journal of Intelligence

DOI: 10.3390/jintelligence11070136

Authors: Sanne H. G. Van der Ven, Emilie J. Prast, Eva Van de Weijer-Bergsma

Institutions: Radboud University Nijmegen, Leiden University, Utrecht University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,557