|
|
数学焦虑的理论基础、影响因素与干预
|
Abstract:
数学焦虑是影响数学学习和数学成就的重要因素，考察数学焦虑的作用机制对个体数学学习、学校数学教育和国家科技人才的培养具有重要作用。文章首先介绍数学焦虑的概念与理论基础，然后从遗传、教师、父母三个方向阐明数学焦虑的影响因素，最后介绍了当下数学焦虑的干预措施。未来研究可关注数学焦虑测量方式的科学评估；进一步探索数学焦虑的作用机制；构建数学焦虑的影响因素模型；开发缓解数学焦虑的有效措施。
Math anxiety is an important factor affecting mathematics learning and mathematics achievement, and examining the mechanisms of its effects plays an important role in individual mathematics learning, school mathematics education, and the cultivation of national scientific and technological talents. The article firstly introduces the concept and theoretical basis of math anxiety, and then re-views the influencing factors of math anxiety from the perspective of genetics, teacher and parents. Last, the main interventions of math anxiety were discussed. Future research can focus on the sci-entific assessment of how math anxiety is measured; further explore the mechanism of math anxi-ety; construct a model of the influencing factors of math anxiety; and develop effective measures to alleviate math anxiety.
| [1] | 陈英和, 耿柳娜(2002). 数学焦虑研究的认知取向. 心理科学, 25(6), 653-655+648-764.
https://doi.org/10.16719/j.cnki.1671-6981.2002.06.004 |
| [2] | 樊鑫, 张鑫武, 唐彬, 常芳(2021). 家庭背景和父母参与对数学焦虑的影响研究——基于陕西和台湾农村地区. 数学教育学报, 30(2), 14-19. |
| [3] | 耿柳娜, 陈英和(2005). 数学焦虑对儿童加减法认知策略选择和执行的影响. 心理发展与教育, 21(4), 24-27. |
| [4] | 刘海燕, 闫荣双(2003). 认知动机理论的新近展——自我决定论. 心理科学, 26(6), 1115-1116.
https://doi.org/10.16719/j.cnki.1671-6981.2003.06.041 |
| [5] | 刘洁, 李瑾琪, 申超然, 胡小惠, 赵庭浩, 关青, 罗跃嘉(2020). 数学焦虑个体近似数量加工的神经机制: 一项EEG研究. 心理学报, 52(8), 958-970. |
| [6] | 刘俊香, 连怡遥, 王中会(2022). 正念冥想改善焦虑的心理机制探究. 医学与哲学, 43(16), 30-33. |
| [7] | 任志洪, 张雅文, 江光荣(2018). 正念冥想对焦虑症状的干预:效果及其影响因素元分析. 心理学报, 50(3), 283-305. |
| [8] | 王超, 王慧娇, 李鲜, 舒欣(2023). 学前儿童对幼师性别的偏好——来自幼儿友好型内隐联想测验(PSF-IAT)的证据. 天津师范大学学报(社会科学版), (2), 114-120. |
| [9] | 王昕, 叶丹(2012). 音乐对焦虑症状干预效果的元分析. 中国音乐, (4), 201-208+220. |
| [10] | 魏晓薇, 李强, 袁茜, 翟宏堃, 张润(2022). 焦点解决取向团体辅导对血液透析患者负面情绪及医学应对方式的干预效果. 中国临床心理学杂志, 30(1), 207-211+240. https://doi.org/10.16128/j.cnki.1005-3611.2022.01.042 |
| [11] | 吴甲旺, 李红霞, 司继伟(2022). 小学低年级儿童的计算流畅性与数学焦虑: 基于变量为中心与个体为中心的分析. 心理发展与教育, 38(1), 72-80. https://doi.org/10.16187/j.cnki.issn1001-4918.2022.01.09 |
| [12] | 赵晓萌, 张傲雪, 张明亮, 李红霞, 司继伟(2021). 父母教育卷入与小学儿童数学焦虑的纵向联系: 数学态度的中介作用. 心理发展与教育, 37(5), 683-690. https://doi.org/10.16187/j.cnki.issn1001-4918.2021.05.09 |
| [13] | Andersen, I. G. (2018). Pyg-malion in Instruction? Tracking, Teacher Reward Structures, and Educational Inequality. Social Psychology of Education, 21, 1021-1044. https://doi.org/10.1007/s11218-018-9452-z |
| [14] | Ashcraft, M. H. (2002). Math Anxiety: Personal, Educa-tional, and Cognitive Consequences. Current Directions in Psychological Science, 11, 181-185. https://doi.org/10.1111/1467-8721.00196 |
| [15] | Ball, D. L. (1990). Breaking with Experience in Learning to Teach Mathematics: The Role of a Preservice Methods Course. For the Learning of Mathematics, 10, 10-16. |
| [16] | Beilock, S. L. (2008). Math Performance in Stressful Situations. Current Directions in Psychological Science, 17, 339-343.
https://doi.org/10.1111/j.1467-8721.2008.00602.x |
| [17] | Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female Teachers’ Math Anxiety Affects Girls’ Math Achievement. Proceedings of the National Academy of Sciences of the United States of America, 107, 1860-1863.
https://doi.org/10.1073/pnas.0910967107 |
| [18] | Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at Home Adds Up to Achievement in School. Science, 350, 196-198. https://doi.org/10.1126/science.aac7427 |
| [19] | Bush, W. S. (1989). Mathematics Anxiety in Upper Elementary School Teachers. School Science and Mathematics, 89, 499-509. https://doi.org/10.1111/j.1949-8594.1989.tb11952.x |
| [20] | Carvalho, M. R. S., Barbosa de Carvalho, A. H., Paiva, G. M., Andrade Jorge, C. de C., dos Santos, F. C., Koltermann, G., de Salles, J. F., Moeller, K., Maia de Oliveira Wood, G., & Haase, V. G. (2022). MAOA-LPR Polymorphism and Math Anxiety: A Marker of Genetic Susceptibility to Social Influences in Girls? Annals of the New York Academy of Sciences, 1516, 135-150. https://doi.org/10.1111/nyas.14814 |
| [21] | Casad, B. J., Hale, P., & Wachs, F. L. (2015). Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes. Frontiers in Psychology, 6, Article 1597. https://doi.org/10.3389/fpsyg.2015.01597 |
| [22] | Casey, B. M., & Ganley, C. M. (2021). An Examination of Gender Differences in Spatial Skills and Math Attitudes in Relation to Mathematics Success: A Bio-Psychosocial Model. Developmental Review, 60, Article 100963.
https://doi.org/10.1016/j.dr.2021.100963 |
| [23] | Chang, H., & Beilock, S. L. (2016). The Math Anxiety-Math Perfor-mance Link and Its Relation to Individual and Environmental Factors: A Review of Current Behavioral and Psychophysio-logical Research. Current Opinion in Behavioral Sciences, 10, 33-38. https://doi.org/10.1016/j.cobeha.2016.04.011 |
| [24] | Chavez, A., & Widmer, C. C. (1982). Math Anxiety: Elementary Teachers Speak for Themselves. Educational Leadership, 39, 387-388. |
| [25] | Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the Racial Achievement Gap: A Social-Psychological Intervention. Science, 313, 1307-1310. https://doi.org/10.1126/science.1128317 |
| [26] | Copur-Gencturk, Y., Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2020). Teachers’ Bias against the Mathematical Ability of Female, Black, and Hispanic Students. Educational Researcher, 49, 30-43. https://doi.org/10.3102/0013189X19890577 |
| [27] | Daches Cohen, L., & Rubinsten, O. (2017). Mothers, In-trinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Frontiers in Psychology, 8, Article 1939. https://doi.org/10.3389/fpsyg.2017.01939 |
| [28] | Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facili-tating Internalization: The Self-Determination Theory Perspective. Journal of Personality, 62, 119-142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x |
| [29] | Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26, 325-346. https://doi.org/10.1080/00461520.1991.9653137 |
| [30] | Dondio, P., Gusev, V., & Rocha, M. (2022). Do Games Reduce Math Anxiety? A Meta-Analysis. PsyArXiv.
https://doi.org/10.31234/osf.io/pbq27 |
| [31] | Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics Anxiety: What Have We Learned in 60 Years? Frontiers in Psychology, 7, Article 508. https://doi.org/10.3389/fpsyg.2016.00508 |
| [32] | Dreger, R. M., & Aiken, L. R. (1957). The Identification of Number Anxiety in a College Population. Journal of Educational Psychology, 48, 344-351. https://doi.org/10.1037/h0045894 |
| [33] | Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and Performance: The Pro-cessing Efficiency Theory. Cognition & Emotion, 6, 409-434. https://doi.org/10.1080/02699939208409696 |
| [34] | Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and Cognitive Performance: Attentional Control Theory. Emotion, 7, 336-353. https://doi.org/10.1037/1528-3542.7.2.336 |
| [35] | Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes. Sex Roles, 66, 153-166. https://doi.org/10.1007/s11199-011-9996-2 |
| [36] | Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21, 33-46. https://doi.org/10.2307/749455 |
| [37] | Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, Valid-ity, and Reliability. Assessment, 10, 178-182. https://doi.org/10.1177/1073191103010002008 |
| [38] | Jameson, M. M. (2014). Contextual Factors Related to Math Anxiety in Second-Grade Children. The Journal of Experimental Education, 82, 518-536. https://doi.org/10.1080/00220973.2013.813367 |
| [39] | Laski, E. V., & Siegler, R. S. (2014). Learning from Number Board Games: You Learn What You Encode. Developmental Psychology, 50, 853-864. https://doi.org/10.1037/a0034321 |
| [40] | Levy, H. E., Fares, L., & Rubinsten, O. (2021). Math Anxiety Affects Females’ Vocational Interests. Journal of Experimental Child Psychology, 210, Article 105214. https://doi.org/10.1016/j.jecp.2021.105214 |
| [41] | Macmull, M. S., & Ashkenazi, S. (2019). Math Anxiety: The Rela-tionship between Parenting Style and Math Self-Efficacy. Frontiers in Psychology, 10, Article 1721. https://doi.org/10.3389/fpsyg.2019.01721 |
| [42] | Malanchini, M., Rimfeld, K., Shakeshaft, N. G., Rodic, M., Schofield, K., Selzam, S., Dale, P. S., Petrill, S. A., & Kovas, Y. (2017). The Genetic and Environmental Aetiology of Spatial, Mathe-matics and General Anxiety. Scientific Reports, 7, Article No. 42218. https://doi.org/10.1038/srep42218 |
| [43] | Maloney, E. A. (2016). Math Anxiety: Causes, Consequences, and Remediation. In K. R. Wentzel, & D. B. Miele (Eds.), Handbook of Motivation at School (pp. 408-423). Routledge. |
| [44] | Maloney, E. A., & Beilock, S. L. (2012). Math Anxiety: Who Has It, Why It Develops, and How to Guard against It. Trends in Cognitive Sciences, 16, 404-406. https://doi.org/10.1016/j.tics.2012.06.008 |
| [45] | Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety. Psychological Science, 26, 1480-1488.
https://doi.org/10.1177/0956797615592630 |
| [46] | Markovits, Z. (2011). Beliefs Hold by Pre-School Prospective Teachers toward Mathematics and Its Teaching. Procedia—Social and Behavioral Sciences, 11, 117-121. https://doi.org/10.1016/j.sbspro.2011.01.045 |
| [47] | Mehrabinejad, M.-M., Sanjari Moghaddam, H., Mohammadi, E., Hajighadery, A., Sinaeifar, Z., & Aarabi, M. H. (2021). Sex Differences in Microstructural White Matter Alterations of Mathematics Anxiety Based on Diffusion MRI Connectometry. Neuropsychology, 35, 197-206. https://doi.org/10.1037/neu0000684 |
| [48] | Miller, E. K., & Cohen, J. D. (2001). An Integrative Theory of Prefrontal Cortex Function. Annual Review of Neuroscience, 24, 167-202. https://doi.org/10.1146/annurev.neuro.24.1.167 |
| [49] | Miller, H., & Bichsel, J. (2004). Anxiety, Working Memory, Gender, and Math Performance. Personality and Individual Differences, 37, 591-606. https://doi.org/10.1016/j.paid.2003.09.029 |
| [50] | Mizala, A., Martínez, F., & Martínez, S. (2015). Pre-Service Elemen-tary School Teachers’ Expectations about Student Performance: How Their Beliefs Are Affected by Their Mathematics Anxiety and Student’s Gender. Teaching and Teacher Education, 50, 70-78. https://doi.org/10.1016/j.tate.2015.04.006 |
| [51] | Novak, E., & Tassell, J. L. (2017). Studying Preservice Teacher Math Anxiety and Mathematics Performance in Geometry, Word, and Non-Word Problem Solving. Learning and Individual Dif-ferences, 54, 20-29.
https://doi.org/10.1016/j.lindif.2017.01.005 |
| [52] | Park, D., Ramirez, G., & Beilock, S. L. (2014). The Role of Expres-sive Writing in Math Anxiety. Journal of Experimental Psychology: Applied, 20, 103-111. https://doi.org/10.1037/xap0000013 |
| [53] | Petersen, J. L., & Hyde, J. S. (2017). Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance. Educational Psy-chology, 37, 438-456.
https://doi.org/10.1080/01443410.2015.1076765 |
| [54] | Posner, M. I., & Petersen, S. E. (1990). The Attention System of the Human Brain. Annual Review of Neuroscience, 13, 25-42. https://doi.org/10.1146/annurev.ne.13.030190.000325 |
| [55] | Ramani, G. B., & Siegler, R. S. (2008). Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge through Playing Number Board Games. Child Development, 79, 375-394.
https://doi.org/10.1111/j.1467-8624.2007.01131.x |
| [56] | Ramirez, G. (2017). Motivated Forgetting in Early Mathemat-ics: A Proof-of-Concept Study. Frontiers in Psychology, 8, Article 2087. https://doi.org/10.3389/fpsyg.2017.02087 |
| [57] | Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018a). Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement. AERA Open, 4. https://doi.org/10.1177/2332858418756052 |
| [58] | Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018b). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist, 53, 145-164. https://doi.org/10.1080/00461520.2018.1447384 |
| [59] | Ramirez, G., McDonough, I. M., & Jin, L. (2017). Classroom Stress Promotes Motivated Forgetting of Mathematics Knowledge. Journal of Educational Psychology, 109, 812-825. https://doi.org/10.1037/edu0000170 |
| [60] | Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric Data. Journal of Counseling Psychology, 19, 551-554. https://doi.org/10.1037/h0033456 |
| [61] | Rubinsten, O., Marciano, H., Eidlin Levy, H., & Daches Cohen, L. (2018). A Framework for Studying the Heterogeneity of Risk Factors in Math Anxiety. Frontiers in Behavioral Neuroscience, 12, Ar-ticle 291.
https://doi.org/10.3389/fnbeh.2018.00291 |
| [62] | Sarason, I. G. (1984). Stress, Anxiety, and Cognitive Interference: Re-actions to Tests. Journal of Personality and Social Psychology, 46, 929-938. https://doi.org/10.1037/0022-3514.46.4.929 |
| [63] | Sarason, I. G., & Stoops, R. (1978). Test Anxiety and the Passage of Time. Journal of Consulting and Clinical Psychology, 46, 102-109. https://doi.org/10.1037/0022-006X.46.1.102 |
| [64] | Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2021). Elementary School Teachers’ Math Anxiety and Students’ Math Learning: A Large-Scale Replication. Developmental Science, 24, e13080.
https://doi.org/10.1111/desc.13080 |
| [65] | Seginer, R. (2006). Parents’ Educational Involvement: A Developmental Ecology Perspective. Parenting, 6, 1-48.
https://doi.org/10.1207/s15327922par0601_1 |
| [66] | Sepehrianazar, F., & Babaee, A. (2014). Structural Equation Mod-eling of Relationship between Mathematics Anxieties with Parenting Styles: The Meditational Role of Goal Orientation. Procedia—Social and Behavioral Sciences, 152, 607-612.
https://doi.org/10.1016/j.sbspro.2014.09.251 |
| [67] | Supekar, K., Iuculano, T., Chen, L., & Menon, V. (2015). Remedia-tion of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring. Journal of Neuroscience, 35, 12574-12583.
https://doi.org/10.1523/JNEUROSCI.0786-15.2015 |
| [68] | Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics Anxiety and Mathematics Teacher Efficacy: What Is the Relationship in Elementary Preservice Teachers? School Science and Mathematics, 106, 306-315.
https://doi.org/10.1111/j.1949-8594.2006.tb17921.x |
| [69] | Tenenbaum, H. R., & Ruck, M. D. (2007). Are Teachers’ Expectations Different for Racial Minority than for European American Students? A Meta-Analysis. Journal of Educational Psychology, 99, 253-273.
https://doi.org/10.1037/0022-0663.99.2.253 |
| [70] | Tiedemann, J. (2000). Parents’ Gender Stereotypes and Teachers’ Beliefs as Predictors of Children’s Concept of Their Mathematical Ability in Elementary School. Journal of Educational Psychology, 92, 144-151.
https://doi.org/10.1037/0022-0663.92.1.144 |
| [71] | Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis. Journal of Educa-tional Computing Research, 34, 229-243.
https://doi.org/10.2190/FLHV-K4WA-WPVQ-H0YM |
| [72] | Vukovic, R. K., Roberts, S. O., & Green Wright, L. (2013). From Parental Involvement to Children’s Mathematical Performance: The Role of Mathematics Anxiety. Early Edu-cation & Development, 24, 446-467.
https://doi.org/10.1080/10409289.2012.693430 |
| [73] | Wang, Z., Borriello, G. A., Oh, W., Lukowski, S., & Malanchini, M. (2021). Co-Development of Math Anxiety, Math Self-Concept, and Math Value in Adolescence: The Roles of Parents and Math Teachers. Contemporary Educational Psychology, 67, Article 102016. https://doi.org/10.1016/j.cedpsych.2021.102016 |
| [74] | Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L. A., Plomin, R., McLoughlin, G., Bartlett, C. W., Lyons, I. M., & Petrill, S. A. (2014). Who Is Afraid of Math? Two Sources of Genetic Variance for Mathematical Anxiety. Journal of Child Psychology and Psychiatry, 55, 1056-1064. https://doi.org/10.1111/jcpp.12224 |
| [75] | Wang, Z., Shakeshaft, N., Schofield, K., & Malanchini, M. (2018). Anxiety Is Not Enough to Drive Me Away: A Latent Profile Analysis on Math Anxiety and Math Motivation. PLOS ONE, 13, e0192072.
https://doi.org/10.1371/journal.pone.0192072 |
| [76] | Weinstein, R. S., Gregory, A., & Strambler, M. J. (2004). Intracta-ble Self-Fulfilling Prophecies Fifty Years after Brown v. Board of Education. American Psychologist, 59, 511-520. https://doi.org/10.1037/0003-066X.59.6.511 |
| [77] | Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105, 249-265.
https://doi.org/10.1037/a0031311 |
