Low progress math in a high performing system

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.