Children with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation

The aim of the current study was to assess the impact of affective factors, such as mathematics anxiety, and cognitive domain-general factors, like executive functions, on mathematical skills of children with Developmental Dyscalculia (DD) in comparison to non-diagnosed (ND) peers. The study involved 87 children aged between 8 and 15 years old: 39 (17 M) with DD, and 48 (24 M) ND, matched for age, gender, and IQ. Participants completed a mental calculation task, three executive functions tests (inhibition, updating and set-shifting), and a self-report measure of mathematics anxiety. Results suggest higher levels of mathematics anxiety and poorer performance on all executive functions tasks in children with DD. After controlling for children's general anxiety reported by participants' parents, regression analysis revealed that lower levels of mathematics anxiety and better updating skills predicted mental calculation accuracy for the ND participants. However, these factors did not support mathematical performance in children with DD. • The study examined the effects of emotional and cognitive factors on mathematics. • Children with DD might experience high levels of mathematics anxiety (MA). • Children with DD might face challenges with executive functions (EFs). • Lower MA and better updating skills support mathematics in non-diagnosed children. • Educators and clinicians should consider MA and EFs during mathematical learning.