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Mathematics Anxiety and the Affective Drop in Performance

University of Nevada, Las Vegas

^* To whom correspondence should be addressed. E-mail: mark.ashcraft{at}unlv.edu.

	Abstract

The authors provide a brief review of the history and assessment of math anxiety, its relationship to personal and educational consequences, and its important impact on measures of performance. Overall, math anxiety causes an "affective drop," a decline in performance when math is performed under timed, high-stakes conditions, both in laboratory tests as well as in educational settings. This means that math achievement and proficiency scores for math-anxious individuals are underestimates of true ability. The primary cognitive impact of math anxiety is on working memory, particularly problematic given the important role working memory plays in math performance. The authors conclude with a discussion of risk factors for math anxiety and some factors to be kept in mind when working with math-anxious students.

First published on April 13, 2009, doi:10.1177/0734282908330580

Journal of Psychoeducational Assessment 2009;27:197.

A more recent version of this article appeared on June 1, 2009


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