Prevalence of cognitive and affective factors influencing mathematical performance

Children’s cognitive ability is the basis of all subject knowledge. It can qualitatively and quantitatively determine content acquired curriculum, its variation significantly modify executive functions. There are a number reasons for underachievement, including problems with genetic origin, parental expectations, identity teacher, class community, inadequate teaching methods, etc. These factors trigger anxiety in students not everyone may have right coping strategies. The aim our research to establish profile that focuses on underlying mathematical abilities affective influence them. Our included at 10–15-year-old 8 Hungarian primary schools explored extent which symptoms affect performance. measuring instruments were Pedagogical Examination Dyscalculia Math Anxiety Test. results examined context also relevant pedagogical practice, because it advances understanding other psychological processes underpinning children’s performance, thus help them achieve best performance their more effectively. In this way, we provide self-knowledge useful everyday life.