Low progress math in a high performing system

TL;DR

This study investigates math anxiety among low-progress students in Singapore's high-performing education system, analyzing its relationship with demographics, working memory, and math performance to understand its impact and characteristics.

Contribution

It provides new insights into math anxiety profiles of low-progress learners in a high-performing system, an area previously underexplored.

Findings

Math anxiety is prevalent among low-progress students.

Math anxiety correlates with working memory and demographic factors.

The study highlights the need for targeted interventions.

Abstract

Math anxiety negatively relates to math performance. This negative relationship may be exacerbated in low-progress math learners. However, there are limited studies on math anxiety among low progress learners in a paradoxically high performing education system like Singapore. To fill this research gap, this research analysed the anxiety profiles of 151 students who were in the math learning support intervention program administered by the Ministry of Education, Singapore (MOE). We examined the complex relationship centred in math anxiety with relevant variables such as demographic characteristics, working memory and math performance. Limitations and future directions are discussed.