Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development-Reference-Cited by-同舟云学术

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Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development

Published:2021-11-15 Issue: Volume: Page:
ISSN:0077-8923
Container-title:Annals of the New York Academy of Sciences
language:en
Short-container-title:Ann. N.Y. Acad. Sci.

Author:

Starling‐Alves Isabella¹,Wronski Matthew R.²,Hubbard Edward M.¹³

Affiliation:

1. Department of Educational Psychology University of Wisconsin Madison Madison Wisconsin

2. Department of Psychiatry and Behavioral Sciences Rush University Medical Center Chicago Illinois

3. Waisman Intellectual and Developmental Disabilities Research Center University of Wisconsin Madison Madison Wisconsin

Funder

Eunice Kennedy Shriver National Institute of Child Health and Human Development

Publisher

Wiley

Subject

History and Philosophy of Science,General Biochemistry, Genetics and Molecular Biology,General Neuroscience

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/nyas.14715

Reference77 articles.

1. The identification of number anxiety in a college population.

2. Mathematics Anxiety: What Have We Learned in 60 Years?

3. Working memory, math performance, and math anxiety

4. Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

5. Anxiety, working memory, gender, and math performance

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2. A holistic investigation of fraction learning: examining the hierarchy of fraction skills, misconceptions, mathematics anxiety and response confidence;Journal of Cognitive Psychology;2024-08-09

3. Buckets of fun: Impacts of fraction ball activities on students' math-related emotions;Journal of Applied Developmental Psychology;2024-05

4. Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms;Educational Studies in Mathematics;2024-04-27

5. Understanding the social–emotional components of our “number sense”: insights from a novel non-symbolic numerical comparison task;Frontiers in Psychology;2024-03-05

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