Reduce classroom conditions that arouse math anxiety, since anxiety compromises the working memory students need to learn math¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because "working memory resources are compromised whenever the anxiety is aroused", and because working-memory-dependent processing is pervasive throughout arithmetic and math, the article predicts that "A student whose math anxiety is aroused is diverting needed attention away from the content of the class and toward internal worries and anxieties over math", which "can only slow or degrade the mastery of the to-be-learned information". This implies educators should avoid anxiety-arousing classroom practices and support students who show avoidance behaviors.

Design Implications¶

Context¶

Requirements¶

• Educators must recognize that working memory is central to math learning at all levels, from simple counting and estimation through algebra and complex problem solving

Constraints¶

• The article frames this as a prediction and educational implication rather than a tested intervention; it notes disentangling the anxiety-achievement confound at higher levels of difficulty will be much more difficult

Target Learners¶

• elementary through high school math students
• students at risk for developing math anxiety

Target Learning Goals¶

• mastering to-be-learned math content
• maintaining engagement in math classes
• preventing avoidance of elective math coursework

Affordances¶

• Math Anxiety As Secondary Task Theory

Related Strategies¶

Examples¶

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Key Sources¶

• Mark H. Ashcraft and Jeremy A. Krause. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/bf03194059