Abstract
Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.
Highlights
Mathematics anxiety has been defined as feelings of tension, apprehension, or fear which interfere with math performance in various contexts such as school and everyday and professional life (e.g., Richardson and Suinn, 1972; Ashcraft, 2002)
We replicated the significant association between math anxiety and the distance effect based on response time (RT) for the symbolic number comparison task
We did not observe a relationship between math anxiety and any of the approximate number system (ANS) measures based on the non-symbolic dot comparison task
Summary
Mathematics anxiety has been defined as feelings of tension, apprehension, or fear which interfere with math performance in various contexts such as school and everyday and professional life (e.g., Richardson and Suinn, 1972; Ashcraft, 2002). Math anxiety was found to be associated negatively with math performance (see Hembree, 1990; Ma, 1999, for meta-analyses) This latter point is worrying, because numerical abilities are key competences in our society today, which predict individual scholastic and professional prospects (Bynner and Parsons, 2006; Hudson et al, 2009). Due to this wide range of negative effects associated with math anxiety, it is important to understand the factors leading to the development of math anxiety
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
