Poster #33 - Math Anxiety and Number Line Estimation in First Grade Predict Math Achievement in a Longitudinal Study Up to Two Years Later

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Cognitive Processes

Integrative Statement

The cognitive underpinnings of math development have been extensively examined. One well-known line of research has shown that the accuracy and linearity of children’s number line estimation predicts their future math achievement (e.g. Siegler & Booth, 2004). More recently, research has shown that having positive math attitudes is also important. In particular, math anxiety has been shown to be negatively related to math achievement as early as first grade (Ramirez et al., 2013). In the current study, we examined how both of these factors—number line estimation and math anxiety—predict later math achievement in the same participants. We hypothesized that both number line estimation and math anxiety would be significant predictors of future math achievement.

In the current study 112 children (59 girls, 53 boys) from Chicago area schools completed measures of math anxiety, number line estimation, and math achievement during the fall and spring of first and second grade, and during the fall of third grade. Children’s math anxiety was assessed using a modified version of the revised Child Math Anxiety Questionnaire (CMAQ-R: Ramirez et al., 2016), which was designed to be appropriate for first graders. Based on the task used in Siegler & Opfer (2003), number line estimation was assessed using a 0-100 number line task and a 0-1000 number line task. Children’s math achievement was assessed with the Applied Problems subtest of the Woodcock-Johnson III (Woodcock, McGrew, and Mather, 2001). This study was conducted as part of a larger longitudinal study of social and cognitive development, in which we explored the development of children’s math achievement over elementary school, and tested an educational intervention designed to promote positive math interactions between children and parents (Berkowitz et al., 2015). Only data from the 112 children in the control condition that completed the relevant measures at all five time points was analyzed in the current study.

In accord with our hypothesis, both number line estimation and math anxiety at the beginning of first grade were unique significant predictors of math achievement in the fall and spring of first and second grade, and in the fall of third grade. The results of this study suggest that although the accuracy of numerical magnitude representation influences children’s future math achievement, math anxiety contributes to this relationship, even after controlling for this foundational math skill. These findings underscore the importance of fostering positive math attitudes in addition to addressing foundational math skills during elementary school. Both math anxiety and numerical magnitude skills are important predictors of math achievement, highlighting the importance of fostering math knowledge and positive math attitudes beginning at young ages.

Authors

• Nancy Pantoja, University of Chicago
  Presenting Author

• Christopher S. Rozek, University of Chicago
  Non-Presenting Author

• Marjorie Weber Schaeffer, University of Chicago
  Non-Presenting Author

• Talia Berkowitz, University of Chicago
  Non-Presenting Author

• Sian L. Beilock, Barnard College
  Non-Presenting Author

• Susan C. Levine, University of Chicago
  Non-Presenting Author