Abstract Math anxiety’s negative effects on performance are well-documented. The interplay of math anxiety and mathematical competence regarding later is underexplored. We investigated whether detrimental learning depend previous competence. Hypothesizing a moderation effect, we expected that trait should affect pupils higher to greater extent than with lesser Based 8th graders in secondary sch...

We investigate the relations between math anxiety, financial and literacy while extending previous research in three ways. First, we examine distinct subconstructs that comprise (i.e., knowledge, confidence, attitudes, behaviour). Second, distinguish knowledge items are confounded with numeracy versus not. Third, control for trait anxiety. Using survey data from Canadian adults (N = 241), demon...

We present data from a teacher professional development intervention, a work circle where researchers (expert in the domain of spatial reasoning) and teachers (expert in teaching in a classroom) worked together to develop spatial tools, based on lab evidence, which could be used in actual classroom lessons. We found that, although spatial anxiety was not directly addressed during work circle ac...

We frame our response to the commentaries by Cheryan (2011), Lane (2011), and Shapiro and Williams (2011), in terms of two broad points made by Lane (2011). First, we agree that the various constructs that we termed “math attitudes”—including math-gender stereotypes, math anxiety, math self-concepts, and achievement motivation in math—are in fact distinct (Gunderson et al. 2011b). Nevertheless,...