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[quote=Anonymous]http://hpl.uchicago.edu/sites/hpl.uchicago.edu/files/uploads/Ramirez%20et%20al,%202013.pdf

I[b]n the present study, we examine whether math anxiety is present even earlier in elementary school, in first- and second-grade students. To our knowledge, this is the first study to explore whether math anxiety is present at such a young age. We believe that it is important to address math anxiety at the earliest possible ages because early math anxiety may ‘‘snowball’’ in ways that lead to increased anxiety, dislike, and avoidance of math[/b]

[b]This literature has revealed that math anxiety may negatively impact math performance by co-opting the limited working memory (WM) resources that are crucial for successful math problem solving, which we refer to as ‘‘WM disruption’’ 
[/b]

[quote]It is also possible that math anxiety-induced disruption of WM leads high-WM children to switch their problem-solving strategies as a means of circumventing the burden of math anxiety on WM. Indeed, past work with adults (Beilock & DeCaro, 2007) and children (Barrouillet & Le ?pine, 2005) suggests that factors that constrain WM (e.g., anxiety during math tests, operand size) [b]lead students to switch to less WM-demanding, less successful problem-solving approaches[/b].[/quote][/quote]

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