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Ep 17. Do timed tests cause math anxiety? with Robin Codding

The transcript for this episode is here.

You can listen to the episode here: Chalk & Talk Podcast.

The Science of Math website 

 

The Science of Math

 

How math anxiety is assessed

Barroso, Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307 

 

Timed vs. untimed conditions and math anxiety

 

Burns, M. K., VanDerHeyden, A. M., & Jiban, C. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35(3), 401-418. https://doi.org/10.1080/02796015.2006.12087975

Maki, K., Zaslofsky, A., & Codding, R. S. (2023). Factors influencing math anxiety. In K. Maki (Chair), Connecting the dots between math anxiety and math performance. Symposium presented at the annual meeting of the National Association of School Psychologists, (NASP), Denver, Co.

Namkung, J., Peng, P., & Lin, X. (2019). The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis. Review of Educational Research, 89(3), 459–496. https://doi.org/10.3102/0034654319843494

 

Tsui, J. M., & Mazzocco, M. M. (2007). Effects of Math Anxiety and Perfectionism on Timed Versus Untimed Math Testing in Mathematically Gifted Sixth Graders. Roeper Review: A Journal on Gifted Education, 29(2), 132–139. https://doi.org/10.1080/02783190709554397

Topics students should be fluent in for success in problem-solving and algebra

 

National Math Advisory Panel Final Report 

 

Carr, M., & Alexeev, N. (2011). Fluency, accuracy, and gender predict developmental trajectories of arithmetic strategies. Journal of Educational Psychology, 103(3), 617–631. https://doi.org/10.1037/a0023864 

Fuchs L.S., Gilbert J. K., Powell, S. R., Cirino,  P. T., Fuchs, D., Hamlett, C. L., Seethaler, P.M., & Tolar, T.D. (2016). The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge. Developmental Psychology, 52(12), 2085–2098. https://doi.org/10.1037/dev0000227
 

Hansen, N., Jordan, N.C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45-59. https://doi.org/10.1016/j.cedpsych.2015.11.002 

 

Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116(1), 45–58. https://doi.org/10.1016/j.jecp.2013.02.001

 

Namkung, J. M., Fuchs, L. S., & Koziol, N. (2018). Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill? Learning and Individual Differences, 61, 151–157. https://doi.org/10.1016/j.lindif.2017.11.018 

 

Resnick, I., Jordan, N. C., Hansen, N., Rajan, V., Rodrigues, J., Siegler, R. S., & Fuchs, L. S. (2016). Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. Developmental Psychology, 52(5), 746–757. https://doi.org/10.1037/dev0000102

 

Ye, A., Resnick, I., Hansen, N., Rodrigues, J., Rinne, L., Jordan, N. C. (2016). Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge, Journal of Experimental Child Psychology, 52, 242-263. https://doi.org/10.1016/j.jecp.2016.08.001

 

Relationship between conceptual and procedural understanding

 

Rittle-Johnson B., Koedinger K. (2009). Iterating between lessons on concepts and procedures can improve mathematics knowledge. British Journal of Educational Psychology, 79(3), 483–500. https://doi.org/10.1348/000709908X398106

Rittle-Johnson, B., & Schneider, M. (2015). Developing conceptual and procedural knowledge of mathematics. In R. C. Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (pp. 1118-1134). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199642342.013.014

 

Running, C., R. S., Varma, S., Rao, V. N. V, & Wackerle-Hollman, A. (2023). Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences: A Randomized Controlled Trial. The Elementary School Journal, 124(1), 85–108. https://doi.org/10.1086/725730

Amount of practice required for fluency

Burns, M. K., Ysseldyke, J., Nelson, P. M., & Kanive, R. (2015). Number of repetitions required to retain single-digit multiplication math facts for elementary students. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 30(3), 398–405. https://doi.org/10.1037/spq0000097 

 

Causes of math anxiety

 

Codding, R. S., VanDerHeyden, A., & Chehayeb, R. (2023). Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy. Remedial and Special Education. https://doi.org/10.1177/07419325231194354

Lau, N.T.T., Hawes, Z., Tremblay, P., & Ansari, D. (2022). Disentangling the individual and contextual effects of math anxiety: A global perspective. Proceedings of the National Academy of Sciences - PNAS, 119(7). https://doi.org/10.1073/pnas.2115855119

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421 
 

Philosophy-based instruction vs. evidence-based instruction

 

Codding, R. S., Peltier, C., & Campbell, J. (2023). Introducing the Science of Math. Teaching Exceptional Children. https://doi.org/10.1177/00400599221121721

 

Lilienfeld, S. O., Lynn, S. J., & Lohr, J. M. (2015). Science and pseudoscience in clinical psychology: Initial thoughts, reflections, and considerations. In S. O. Lilienfeld, S. J. Lynn, & J. M. Lohr (Eds.), Science and Pseudoscience in Clinical Psychology (pp. 1–16). The Guilford Press.

Peltier C., Peltier T. K., Hott B. L., Heuer A., Werthen T. (2021). “Trends Come and Go”: Early childhood rural special education teachers’ use of reported practices during mathematics instruction. Rural Special Education Quarterly, 40(4), 214 225. https://doi.org/10.1177%2F87568705211027981

Peltier, C. , Peltier, T. K., Werthen, T., & Heuer, A. (2020). State standards and IEP goals A lot of TPT Products: What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction. Learning Disabilities: A Contemporary Journal, 18(2),  153-166.

Vanderheyden, A., & Codding, R. (2020). Belief-based versus evidence-based math assessment and instruction: What school psychologists need to know to improve student outcomes. NASP Communique, 48(5).

 

Resources for teachers

Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools

National Center on Intensive Intervention

The IRIS Center

Credit to Jazmin Boisclair for this helpful resource page.

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