Abstract
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Highlights
Math anxiety has been defined as a feeling of tension, apprehension or even dread, ranging from mild discomfort to extreme avoidance [1], which interferes with the ordinary manipulation of numbers and the solving of math problems [2]
Our objective was to help determine a possible factor in the development and maintenance of math anxiety and to further the understanding of the impairments experienced by the individuals who suffer from it
Thirty-four healthy volunteers were tested in this study, half high math anxious and the other half low math-anxious
Summary
Math anxiety has been defined as a feeling of tension, apprehension or even dread, ranging from mild discomfort to extreme avoidance [1], which interferes with the ordinary manipulation of numbers and the solving of math problems [2]. Behavioral studies have shown that math anxiety has a negative effect on a wide range of numerical and mathematical tasks, ranging from simple tasks like counting objects [3] to more complex arithmetical problems involving carrying [4]. Feelings of this kind make high math anxious individuals avoid situations that are math-intensive, and to avoid educational tracks and career paths that depend on this discipline. Given the negative impact of math anxiety on mathematical learning and professional development, its study has emerged as a topic deserving intensive investigation. Studying how math anxious individuals perceive their self-generated errors, how they respond or adjust to them and how they perceive a numerical error as compared to a non-numerical one constitutes a very rich source of information that can improve our understanding of their difficulties with the subject and may identify a possible factor influencing the development and persistence of math anxiety
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