La ansiedad matemática
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Publicado:
sept. 16, 2019
Palabras clave:
ansiedad matemática, amenazas de estereotipo, memoria de trabajo, bajo rendimiento en competencia matemática, resiliencia matemática
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Resumen
El presente trabajo es una revisión descriptiva sobre el tema de la ansiedad matemática que sufren muchas personas, y en especial los jóvenes, cuando tienen que enfrentarse a una tarea matemática donde se explican los estudios más actuales que se están realizando sobre este tema y concretamente los de las interpretaciones de amenazas que les impiden el aprendizaje en este área. Esta problemática es una de las más importantes del campo de la enseñanza de las matemáticas y en este artículo se presenta un examen conciso para que los docentes, psicopedagogos y orientadores reflexionen cómo abordar nuevas pedagogías en este área. Una visión de la tendencia de los estudios científicos más innovadores sugiere que cada vez hay más investigaciones de este tema a nivel global. Esto puede ser porque en la sociedad abundan las actitudes que fomentan la ansiedad matemática. A lo largo del trabajo se explica que los sentimientos de aprensión, tensión o incomodidad experimentados por muchos individuos al realizar actividades matemáticas o en un contexto matemático son emocionales, afectan a la memoria de trabajo y pueden explicarse a través de una apreciación de distintas formas de amenazas de estereotipos. Mediante estudios psiconeurológicos, se ha visto que la forma de intervenir más adecuada dependerá de la percepción de los estereotipos asociados en cada caso. También, se muestran recientes estudios para fomentar el cambio de pensamiento y convertir situaciones prácticas y habituales que generan ansiedad a otras que construyan una situación positiva mediante el desarrollo de la resiliencia matemática
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Sagasti Escalona, M. . (2019). La ansiedad matemática. Matemáticas, educación Y Sociedad, 2(2), 1–18. Recuperado a partir de https://journals.uco.es/mes/article/view/12841
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Esta obra está bajo una Licencia Creative Commons Atribución 3.0 España
Bibliografía
Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., y Tai, M. (2014). A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect. International Journal of Artificial Intelligence in Education, 24(4), 387-426.
Ashcraft, M. H., y Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of experimental psychology: General, 130(2), 224.
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.
Ashcraft, M. H., y Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review, 14(2), 243-248.
Beilock, S. L., Gunderson, E. A., Ramirez, G., y Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.
Benard, B. (1995). Fostering Resilience in Children. ERIC Digest.
Benjamin, A. S., Bjork, R. A., y Schwartz, B. L. (1998). The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127(1), 55.
Bieg, M., Goetz, T., Wolter, I., y Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Frontiers in psychology, 6, 1404.
Brown, M., Brown, P., y Bibby, T. (2008). “I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3-18.
Bull, R., Espy, K. A., y Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228.
Carey, E., Hill, F., Devine, A., y Szücs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in psychology, 6, 1987.
Carey, E., Hill, F., Devine, A., y Szűcs, D. (2017). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in psychology, 8, 11.
Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., y Szucs, D. (2019). Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students.
Carroll, J. M., y Iles, J. E. (2006). An assessment of anxiety levels in dyslexic students in higher education. Br. J. Educ. Psychol. 76, 651–662.
Chang, H., y Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38.
Chipman, S. F., Krantz, D. H., y Silver, R. (1992). Mathematics anxiety and science careers among able college women. Psychological science, 3(5), 292-296.
Danker, J. F., y Anderson, J. R. (2007). The roles of prefrontal and posterior parietal cortex in algebra problem solving: A case of using cognitive modeling to inform neuroimaging data. Neuroimage, 35(3), 1365-1377.
Devine, A., Hill, F., Carey, E., y Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431.
Dowker, A., Sarkar, A., y Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology, 7, 508.
Dweck, C. S. (2000). Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology.
Etchepareborda, M. C., y Abad-Mas, L. (2005). Memoria de trabajo en los procesos básicos del aprendizaje. Revista de neurología, 40(1), 79-83.
Erickson, S. L. (2015). Math Anxiety and Metacognition in Mathematics Education (Tesis Doctoral, UC Merced).
Ersozlu, Z., y Karakus, M. (2019). Mathematics anxiety: mapping the literature by bibliometric analysis. EURASIA Journal of Mathematics, Science and Technology Education, 15, 2.
Faust, M. W. (1992). Analysis of physiological reactivity in mathematics anxiety. (Tesis Doctoral sin publicar). Bowling Green State University, Bowling Green, OH.
Gresham, G. (2009). An Examination of Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-service Teachers. Journal of Classroom Interaction, 44.
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., y Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., y Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53.
Hopko, D. R., Ashcraft, M. H., Gute, J., Ruggiero, K. J., y Lewis, C. (1998). Mathematics anxiety and working memory: Support for the existence of a deficient inhibition mechanism. Journal of anxiety disorders, 12(4), 343-355.
Horwitz, E. K., Horwitz, M. B., y Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Jamieson, J. P., Nock, M. K., y Mendes, W. B. (2012). Mind over matter: Reappraising arousal improves cardiovascular and cognitive responses to stress. Journal of Experimental Psychology: General, 141(3), 417.
Johnston-Wilder, S., y Lee, C. (2010). Developing mathematical resilience.
Johnston-Wilder, S., y Moreton, J. (2018). Developing Mathematical-Resilience-Promoting Practices in Teachers.
Kenny, D. (2011). The psychology of music performance anxiety. OUP Oxford.
Koriat, A., & Bjork, R. A. (2006). Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1133.
Krinzinger, H., Kaufmann, L., y Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of psychoeducational assessment, 27(3), 206-225.
Lamont, R. A., Swift, H. J., y Abrams, D. (2015). A review and meta-analysis of age-based stereotype threat: Negative stereotypes, not facts, do the damage. Psychology and aging, 30(1), 180.
Lee, C., y Johnston-Wilder, S. (2018). Getting into and staying in the Growth Zone.
Liebert, R. M., y Morris, L. W. (1967). Cognitive and emotional components of test anxiety: a distinction and some initial data. Psychol. Rep. 20, 975–978
Lyons, I. M., y Beilock, S. L. (2012). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PloS one, 7(10), e48076.
Ma, X., y Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education.
Ma, X., y Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of adolescence, 27(2), 165-179.
Málaga Diéguez, I. (2014). 1. Los trastornos del aprendizaje. Definición de los distintos tipos y sus bases neurobiológicas.
Maloney, E. A., y Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences, 16(8), 404-406.
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., y Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488.
Maloney, E. A., Schaeffer, M. W., &yBeilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128.
Mammarella, I. C., Hill, F., Devine, A., Caviola, S., y Szűcs, D. (2015). Math anxiety and developmental dyscalculia: a study on working memory processes. Journal of clinical and experimental neuropsychology, 37(8), 878-887.
McEwen, B. S., Bowles, N. P., Gray, J. D., Hill, M. N., Hunter, R. G., Karatsoreos, I. N., y Nasca, C. (2015). Mechanisms of stress in the brain. Nature neuroscience, 18(10), 1353.
Moore, L. J., Vine, S. J., Wilson, M. R., y Freeman, P. (2012). The effect of challenge and threat states on performance: An examination of potential mechanisms. Psychophysiology, 49(10), 1417-1425.
OECD (2013), PISA 2012 Results: Ready to Learn (Volume III): Students' Engagement, Drive and Self-Beliefs, PISA, OECD Publishing, Paris
Peper, E., Harvey, R., Mason, L., y Lin, I. M. (2018). Do better in math: How your body posture may change stereotype threat response. NeuroRegulation, 5(2), 67-67.
Pletzer, B., Kronbichler, M., Nuerk, H. C., y Kerschbaum, H. H. (2015). Mathematics anxiety reduces default mode network deactivation in response to numerical tasks. Frontiers in human neuroscience, 9, 202.
Punaro, L., y Reeve, R. (2012). Relationships between 9-year-olds' math and literacy worries and academic abilities. Child Development Research, 2012.
Qin, S., Hermans, E. J., van Marle, H. J., Luo, J., y Fernández, G. (2009). Acute psychological stress reduces working memory-related activity in the dorsolateral prefrontal cortex. Biological psychiatry, 66(1), 25-32.
Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., y Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open, 4(1), 2332858418756052.
Ramirez, G., Shaw, S. T., y Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164.
Richardson, F. C., y Suinn, R. M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of counseling Psychology, 19(6), 551.
Sapolsky, R. M. (2015). Stress and the brain: individual variability and the inverted-U. Nature neuroscience, 18(10), 1344.
Schmader, T., Hall, W., y Croft, A. (2015). Stereotype threat in intergroup relations. APA handbook of personality and social psychology, 2, 447-471.
Shapiro, J. R., Williams, A. M., y Hambarchyan, M. (2013). Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions. Journal of Personality and Social Psychology, 104(2), 277.
Spencer, S. J., Logel, C., y Davies, P. G. (2016). Stereotype threat. Annual review of psychology, 67, 415-437.
Steele, C. M. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. WW Norton & Company.
Stigler, J. W., y Hiebert, J. (2004). Improving mathematics teaching. Educational leadership, 61(5), 12-17.
Thomas, G., y Dowker, A. (2000, September). Mathematics anxiety and related factors in young children. In British Psychological Society Developmental Section Conference.
Tobias, S. (1978). Overcoming math anxiety. New York: W. W. Norton & Company, Inc.
Tobias, S. (1991). Math mental health: Going beyond math anxiety. College Teaching, 39(3), 91-93.
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., y Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology, 38(1), 1-10.
Vukovic, R. K., Roberts, S. O., y Green Wright, L. (2013). From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education & Development, 24(4), 446-467.
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., ... y Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological science, 26(12), 1863-1876.
Wigfield, A., y Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of educational Psychology, 80(2), 210.
Young, C. B., Wu, S. S., y Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501
Ashcraft, M. H., y Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of experimental psychology: General, 130(2), 224.
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science, 11(5), 181-185.
Ashcraft, M. H., y Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review, 14(2), 243-248.
Beilock, S. L., Gunderson, E. A., Ramirez, G., y Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.
Benard, B. (1995). Fostering Resilience in Children. ERIC Digest.
Benjamin, A. S., Bjork, R. A., y Schwartz, B. L. (1998). The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127(1), 55.
Bieg, M., Goetz, T., Wolter, I., y Hall, N. C. (2015). Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Frontiers in psychology, 6, 1404.
Brown, M., Brown, P., y Bibby, T. (2008). “I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3-18.
Bull, R., Espy, K. A., y Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228.
Carey, E., Hill, F., Devine, A., y Szücs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in psychology, 6, 1987.
Carey, E., Hill, F., Devine, A., y Szűcs, D. (2017). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in psychology, 8, 11.
Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., y Szucs, D. (2019). Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students.
Carroll, J. M., y Iles, J. E. (2006). An assessment of anxiety levels in dyslexic students in higher education. Br. J. Educ. Psychol. 76, 651–662.
Chang, H., y Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38.
Chipman, S. F., Krantz, D. H., y Silver, R. (1992). Mathematics anxiety and science careers among able college women. Psychological science, 3(5), 292-296.
Danker, J. F., y Anderson, J. R. (2007). The roles of prefrontal and posterior parietal cortex in algebra problem solving: A case of using cognitive modeling to inform neuroimaging data. Neuroimage, 35(3), 1365-1377.
Devine, A., Hill, F., Carey, E., y Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431.
Dowker, A., Sarkar, A., y Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology, 7, 508.
Dweck, C. S. (2000). Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology.
Etchepareborda, M. C., y Abad-Mas, L. (2005). Memoria de trabajo en los procesos básicos del aprendizaje. Revista de neurología, 40(1), 79-83.
Erickson, S. L. (2015). Math Anxiety and Metacognition in Mathematics Education (Tesis Doctoral, UC Merced).
Ersozlu, Z., y Karakus, M. (2019). Mathematics anxiety: mapping the literature by bibliometric analysis. EURASIA Journal of Mathematics, Science and Technology Education, 15, 2.
Faust, M. W. (1992). Analysis of physiological reactivity in mathematics anxiety. (Tesis Doctoral sin publicar). Bowling Green State University, Bowling Green, OH.
Gresham, G. (2009). An Examination of Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-service Teachers. Journal of Classroom Interaction, 44.
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., y Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., y Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53.
Hopko, D. R., Ashcraft, M. H., Gute, J., Ruggiero, K. J., y Lewis, C. (1998). Mathematics anxiety and working memory: Support for the existence of a deficient inhibition mechanism. Journal of anxiety disorders, 12(4), 343-355.
Horwitz, E. K., Horwitz, M. B., y Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Jamieson, J. P., Nock, M. K., y Mendes, W. B. (2012). Mind over matter: Reappraising arousal improves cardiovascular and cognitive responses to stress. Journal of Experimental Psychology: General, 141(3), 417.
Johnston-Wilder, S., y Lee, C. (2010). Developing mathematical resilience.
Johnston-Wilder, S., y Moreton, J. (2018). Developing Mathematical-Resilience-Promoting Practices in Teachers.
Kenny, D. (2011). The psychology of music performance anxiety. OUP Oxford.
Koriat, A., & Bjork, R. A. (2006). Mending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1133.
Krinzinger, H., Kaufmann, L., y Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of psychoeducational assessment, 27(3), 206-225.
Lamont, R. A., Swift, H. J., y Abrams, D. (2015). A review and meta-analysis of age-based stereotype threat: Negative stereotypes, not facts, do the damage. Psychology and aging, 30(1), 180.
Lee, C., y Johnston-Wilder, S. (2018). Getting into and staying in the Growth Zone.
Liebert, R. M., y Morris, L. W. (1967). Cognitive and emotional components of test anxiety: a distinction and some initial data. Psychol. Rep. 20, 975–978
Lyons, I. M., y Beilock, S. L. (2012). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PloS one, 7(10), e48076.
Ma, X., y Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education.
Ma, X., y Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis. Journal of adolescence, 27(2), 165-179.
Málaga Diéguez, I. (2014). 1. Los trastornos del aprendizaje. Definición de los distintos tipos y sus bases neurobiológicas.
Maloney, E. A., y Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences, 16(8), 404-406.
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., y Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488.
Maloney, E. A., Schaeffer, M. W., &yBeilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128.
Mammarella, I. C., Hill, F., Devine, A., Caviola, S., y Szűcs, D. (2015). Math anxiety and developmental dyscalculia: a study on working memory processes. Journal of clinical and experimental neuropsychology, 37(8), 878-887.
McEwen, B. S., Bowles, N. P., Gray, J. D., Hill, M. N., Hunter, R. G., Karatsoreos, I. N., y Nasca, C. (2015). Mechanisms of stress in the brain. Nature neuroscience, 18(10), 1353.
Moore, L. J., Vine, S. J., Wilson, M. R., y Freeman, P. (2012). The effect of challenge and threat states on performance: An examination of potential mechanisms. Psychophysiology, 49(10), 1417-1425.
OECD (2013), PISA 2012 Results: Ready to Learn (Volume III): Students' Engagement, Drive and Self-Beliefs, PISA, OECD Publishing, Paris
Peper, E., Harvey, R., Mason, L., y Lin, I. M. (2018). Do better in math: How your body posture may change stereotype threat response. NeuroRegulation, 5(2), 67-67.
Pletzer, B., Kronbichler, M., Nuerk, H. C., y Kerschbaum, H. H. (2015). Mathematics anxiety reduces default mode network deactivation in response to numerical tasks. Frontiers in human neuroscience, 9, 202.
Punaro, L., y Reeve, R. (2012). Relationships between 9-year-olds' math and literacy worries and academic abilities. Child Development Research, 2012.
Qin, S., Hermans, E. J., van Marle, H. J., Luo, J., y Fernández, G. (2009). Acute psychological stress reduces working memory-related activity in the dorsolateral prefrontal cortex. Biological psychiatry, 66(1), 25-32.
Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., y Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open, 4(1), 2332858418756052.
Ramirez, G., Shaw, S. T., y Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164.
Richardson, F. C., y Suinn, R. M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of counseling Psychology, 19(6), 551.
Sapolsky, R. M. (2015). Stress and the brain: individual variability and the inverted-U. Nature neuroscience, 18(10), 1344.
Schmader, T., Hall, W., y Croft, A. (2015). Stereotype threat in intergroup relations. APA handbook of personality and social psychology, 2, 447-471.
Shapiro, J. R., Williams, A. M., y Hambarchyan, M. (2013). Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions. Journal of Personality and Social Psychology, 104(2), 277.
Spencer, S. J., Logel, C., y Davies, P. G. (2016). Stereotype threat. Annual review of psychology, 67, 415-437.
Steele, C. M. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. WW Norton & Company.
Stigler, J. W., y Hiebert, J. (2004). Improving mathematics teaching. Educational leadership, 61(5), 12-17.
Thomas, G., y Dowker, A. (2000, September). Mathematics anxiety and related factors in young children. In British Psychological Society Developmental Section Conference.
Tobias, S. (1978). Overcoming math anxiety. New York: W. W. Norton & Company, Inc.
Tobias, S. (1991). Math mental health: Going beyond math anxiety. College Teaching, 39(3), 91-93.
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., y Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary educational psychology, 38(1), 1-10.
Vukovic, R. K., Roberts, S. O., y Green Wright, L. (2013). From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education & Development, 24(4), 446-467.
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., ... y Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological science, 26(12), 1863-1876.
Wigfield, A., y Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of educational Psychology, 80(2), 210.
Young, C. B., Wu, S. S., y Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501