Understanding the selective impact of math anxiety on mathematical skills in first graders

Introduction A negative correlation between math anxiety and mathematical performance is well-established. Yet, some studies suggest that math anxiety tends to impact more symbolic tasks, such as calculations and verbally formulated problems, than nonsymbolic math skills, such as number sense. Since most of these studies were conducted with older school children and young adults, this raises the question of whether the effect of math anxiety is widespread in early mathematics learning. The present study investigates how math anxiety manifests itself in first graders and whether its influence varies according to the different components of mathematics (symbolic vs. nonsymbolic). Method 229 Brazilian first-grade students from 10 public elementary schools participated in this study (mean age = 6.28, SD = 0.55; 55% female). Mathematical skills were assessed using the Zareki-R, which evaluates intuitive skills such as number sense (e.g., visual estimation of quantities), and symbolic skills such as numerical comprehension (e.g., number comparison), number production (e.g., reading number), and calculation (e.g., problem-solving). Participants also completed measures of math anxiety (EES-AMAS), nonverbal reasoning (Raven’s Progressive Matrices), reading, and writing skills. Multiple linear regression was performed to examine how math anxiety impacts symbolic vs. nonsymbolic mathematical skills while controlling for nonverbal reasoning, language skills, age, and gender. Results Higher math anxiety was correlated with lower performance in number production and comprehension but not number sense, and calculation. Discussion The findings suggest that the impacts of math anxiety vary across math skills as early as in the first grade, affecting more some symbolic math skills linked to number production and comprehension than calculation. Based on this, we discuss how different cognitive demands (e.g., working memory and attention), along with the neurodevelopment of numerical cognition, may contribute to the selective relationship observed in early elementary school.