Psychological Development and Education ›› 2005, Vol. 21 ›› Issue (4): 24-27.

Previous Articles     Next Articles

The Relationship between Children’s Mathematics Anxiety and Add-and-Subtract Cognitive Strategy Selection and Implement

GENG Liu-na1,2, CHEN Ying-he2   

  1. 1. College of Education, Hebei University, Baoding 071002;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Online:2005-10-15 Published:2005-10-15

PDF (PC)

Abstract: This study primarily probed selection and implement of 90 pupils ranged from grade one to grade three with different level of math anxiety on the add-subtract problems strategies.Experimental,observational and verbal report procedures were used.The results were as follows,Compared with low-mathematical anxiety children,High-mathematical anxiety children used more speaking aloud and gesture,but use less match position.Compared with low-mathematical anxiety children,High-mathematical anxiety children showed higher implement accurate rate on speaking aloud,gesture and decomposition-ten strategies,but lower implement accurate rate on vertical-count and match-position strategies.With the development of children,mathematical anxiety show more influence on children’s strategy selection.

Key words: mathematics anxiety, children, add and subtract problem, cognitive strategy

CLC Number: 

  • B844.1
[1] Richardson F C,Suinn R M.The Mathematics Anxiety Rating Scale.Journal of counseling Psychology,1972,19,551-554.
[2] 陈英和,耿柳娜.数学焦虑研究的认知取向,心理科学,2002,25(6):653-655.
[3] Geary D C,Dubree M B.External validation of the strategy choice model or addition.Journal of Experimental Child Psychology,1989,47:175-192.
[4] 陈英和,耿柳娜.儿童数学认知策略研究的新进展,北京师范大学学报(社会科学版),2003,25(1):38-44.
[5] Ashcraft M H,Kirk E P.The relationships among working memory,math anxiety,and performance,Journal of experimental psychology:General,2001,130,224-237.
[6] 陈英和,耿柳娜.小学1～3年级儿童加减法策略选择的发展特点研究,心理发展与教育,2005.2:11-16.
[1] CHU Yue, LIU Xiping, XU Hui, TANG Weihai. Developmental Characteristics of Socially Shared Retrieval-induced Forgetting in Children [J]. Psychological Development and Education, 2024, 40(2): 153-159.
[2] LIU Yanchun, DENG Yuting, ZHANG Xi. Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities: The Role of Theory of Mind [J]. Psychological Development and Education, 2024, 40(2): 160-168.
[3] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[4] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[5] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[6] ZHAO Jingwei, CHEN Xiaoxu, REN Liwen, GENG Zhe, XU Fuzhen. Parental Psychological Control and Children’s Anxiety: A Moderated Mediating Model [J]. Psychological Development and Education, 2024, 40(1): 93-102.
[7] ZHU Naping, LIU Yanling, XIONG Hongmei, ZHAO Pan. Justice Comes Sooner or Later: The Development Characteristics of Children’s Fair Normative Executive Behavior in Different Resource Allocation Situations [J]. Psychological Development and Education, 2023, 39(6): 772-780.
[8] GAO Zihui, JIAO Yu, WANG Xi, LIU Xiaocen. The Influence of Dynamic and Static Text Presentation of Electronic Picture Books on Children’s Reading Experience and Learning Effect [J]. Psychological Development and Education, 2023, 39(6): 817-824.
[9] REN Liwen, MA Yuanchi, ZHANG Qingyao, ZHANG Lingling, XU Fuzhen. Reciprocal Relations between Parental Psychological Control and Children's School Adjustment: A Cross-lagged Analysis [J]. Psychological Development and Education, 2023, 39(5): 635-644.
[10] WANG Yingjie, LUAN Jinxin, LI Yan. The Relationship between Maternal Parenting Stress and Preschool Children's Anxiety: The Mediating Effect of Mother-child Conflict and the Moderating Effect of Maternal Mindfulness [J]. Psychological Development and Education, 2023, 39(5): 702-709.
[11] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[12] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[13] JIN Xing, LIU Jinghong, MA Yue, YU Zhanyu. A Comparative Study on the Attentional Blink of Body Expression between Deaf and Normal Children [J]. Psychological Development and Education, 2023, 39(3): 305-312.
[14] ZHAO Xian, WANG Zhihang, WANG Dongfang, YUAN Yanyun, YIN Xiayun, LI Zhihua. Developmental Trajectory of Prosocial Behavior in Impoverished Children during Early Adolescence: The Effects of Gender and Parenting Style Heterogeneity [J]. Psychological Development and Education, 2023, 39(3): 323-332.
[15] LIU Shuang, LI Mei, FENG Xiaohang, ZHANG Xiangkui. A Longitudinal Study of Mastery Motivation and Competence in Early Childhood: The Moderating Effects of Types of Task and Temperament [J]. Psychological Development and Education, 2023, 39(2): 161-172.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd