APS
30th APS Annual Convention · 2018
Math Anxiety and Learning: Implications for Instruction
- McAuley Amy
University of Charleston - Valerie Velasco
University of Nevada Las Vegas - Mark Ashcraft
University of Nevada, Las Vegas
Abstract
A between subjects design revealed that math attitudes and instruction plays a significant role in learning novel math. High achieving individuals solved problems quicker than their low achieving counterparts. However, when participants were given vague instruction on how to solve novel math, achievement was no longer significant in predicting performance.
Cognitive Processes
