Abstract:
Math fluency and the use of advanced cognitive strategies are thought to be
influenced by affective and cognitive factors from primary school onward. This study
aims to examine the relationship between the components of maths anxiety, use of
advanced cognitive strategies and basic maths tasks. Additionally, it investigates the
role of general cognitive factors, including verbal working memory and nonverbal
reasoning in the choice of solving strategies and maths fluency. One hundred and
thirty-nine female third-grade students took a set of tests for maths fluency, solving
strategies in maths, and cognitive abilities: nonverbal reasoning and updating verbal
working memory and ranked themselves on a scale for maths anxiety. Ten students
were excluded for reasons including not completing the tests or misunderstanding the
instructions. The results show that although maths anxiety predicts maths fluency, the
components of maths anxiety have different predictability levels. Additionally, maths
evaluation anxiety predicts maths fluency while learning maths anxiety does not
predict maths fluency. Although, maths evaluation anxiety is not related to decrease
in use of advanced cognitive strategies, it is negatively correlated with maths fluency.
Nonverbal reasoning and updating of verbal working memory are directly and
indirectly related to maths fluency, with the use of advanced cognitive strategies as a
mediator. These findings indicate that affective and cognitive factors have different
impacts on the use of solving strategies in maths. Researchers and educators should
focus in teaching children advanced cognitive strategies to improve maths fluency.
Moreover, training general cognitive abilities should be taken in account in any trials
for developing students' maths abilities. Furthermore, understanding the factors which
are related to the increase of maths evaluation anxiety requires further research.