Look at It This Way: Math Anxiety and Multiplication Problem Format Affect Problem-Solving Reaction Time (Poster 12)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

Abstract

The current study investigates the intersection between directional biases, multiplication processing, and math anxiety. This experiment consists of a 2x3 within-subjects design in which the placement of the equal sign (left or right) and the placement of the blank in multiplication problems (multiplicand, multiplier, and product) are manipulated, resulting in reaction time measures. The sample includes 82 pre-service teachers who participated in the study online. Participants’ reaction time differed depending on the placement of the equal sign and the blank and depending on their math anxiety level. This research expands previous findings on directional biases to apply to mathematical contexts. This is an important step towards identifying how such biases could be leveraged to improve mathematical ability.

Author

• Taylor-Paige Guba, University of Delaware