CAREER: The Impact of Time-Pressure on Math Anxiety and Math Learning

职业：时间压力对数学焦虑和数学学习的影响

• 批准号: 2041887
• 负责人: Ian Lyons
• 金额: $ 119.59万
• 依托单位: Georgetown University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-03-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2041887&HistoricalAwards=false
• 关键词: CAREER; Impact; Time; Pressure; Math

Numeracy and math skills among adults and children in the United States routinely rank poorly relative to those from comparable nations. Progress in mathematics education can be facilitated by identification and removal of factors that impede math engagement and learning. One such factor is anxiety about mathematics. Math anxiety predicts avoidance of math and poor math achievement, and disproportionately affects individuals with math learning disabilities, women, minorities, and those from lower socio- economic backgrounds. Although substantial work has demonstrated the various correlates and deleterious effects of math anxiety, there is much less direct evidence about what causes it. The main goal of this research is to explore one potential cause of math anxiety that has received relatively little research attention: time-pressure. Time-pressure is a major aspect of math instruction and assessment, from elementary classrooms to university lecture halls. This research project, conducted by researchers from Georgetown University, will address three primary questions: (1) Does time-pressure in math settings cause math anxiety in-the-moment and, if so, are there physiological markers that identify on whom it has the greatest impact? (2) Does time-pressure have long-term implications for math learning, future resilience to time pressure, and math anxiety? (3) Does exposure to time-pressure in math settings have differential implications, whether positive or negative, depending on when in development that exposure occurred? The project is funded by a CAREER award from the EHR Core Research (ECR) program, which supports work that advances the fundamental research literature on STEM learning.The project will use both an experimental approach (randomized controlled trial) and a longitudinal approach (cross-lagged longitudinal design). The investigators will also examine three different age groups for whom time-pressure in math settings is highly relevant, but may respond to this time-pressure in different ways: elementary (2nd grade), middle-school (8th grade), and college students. They will examine whether time- pressure impacts math anxiety and math performance in-the-moment, the impact time-pressure has on math learning and trait-level math anxiety, and whether exposure to time-pressure modulates the reciprocal interplay between changes in math anxiety and math ability across development. They will use behavioral as well as physiological measures of anxiety such as cardiac activity. Together, this work has the potential to inform decisions made by instructors about how to assess and encourage students to practice basic math skills. More broadly, these decisions have implications for consolidation of math skills in children and adults, changing attitudes about math, and equality of access to STEM careers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

相对于可比国家的成年人和儿童，美国成年人和儿童的算术和数学技能通常排名很差。通过识别和删除阻碍数学参与和学习的因素，可以促进数学教育的进展。这样的因素是对数学的焦虑。数学焦虑预测避免数学和数学成就不佳，并且会影响数学学习障碍，妇女，少数群体以及来自较低社会经济背景的人的人数不成比例。尽管实质性的工作证明了数学焦虑的各种相关性和有害影响，但关于导致它的原因的直接证据要少得多。这项研究的主要目的是探索一个吸收了相对较少研究注意力的数学焦虑的潜在原因：时间压力。从小学教室到大学演讲厅，时刻是数学教学和评估的主要方面。该研究项目由乔治敦大学（Georgetown University）的研究人员进行，将解决三个主要问题：（1）数学设置中的时间压力会导致数学焦虑症，如果是的话，是否有生理标志物可以确定其对谁的影响最大？ （2）时装对数学学习，对时间压力的未来韧性和数学焦虑有长期影响吗？ （3）根据数学设置中的时间紧迫的暴露是否具有不同的含义，无论是正面还是负面，具体取决于发生这种暴露的何时发生？该项目由EHR核心研究（ECR）计划的职业奖资助，该计划支持有关STEM学习的基本研究文献的工作。该项目将同时使用实验方法（随机对照试验）和纵向方法（交叉纵向纵向设计）。调查人员还将检查三个不同的年龄段，在数学设置中的时间压力非常相关，但可能会以不同的方式对此时间进行反应：小学（二年级），中学（8年级）和大学生。他们将检查时间压力会影响数学焦虑和数学表现，时间压力是否对数学学习和特质级数学焦虑产生影响，以及暴露于时压的情况是否会调节整个发展的数学焦虑和数学能力的变化之间的相互互动。他们将使用行为和焦虑的生理测量，例如心脏活动。这项工作共同有可能向讲师做出有关如何评估和鼓励学生练习基本数学技能的决定。更广泛地说，这些决定对儿童和成人的数学技能的巩固，对数学的改变以及获得STEM职业的平等性具有影响。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的评估来评估的。

项目成果

Does anxiety explain why math-anxious people underperform in math?

• DOI: 10.1038/s41539-023-00156-z
• 发表时间: 2023-03-21
• 期刊: NPJ SCIENCE OF LEARNING
• 影响因子: 4.2
• 作者: Daker, Richard J.;Gattas, Sylvia U.;Necka, Elizabeth A.;Green, Adam E.;Lyons, Ian M.
• 通讯作者: Lyons, Ian M.