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Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review

机译：正规教育过程中的数学焦虑及其发展

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The purpose of the this article is to provide an overview of the current state of research concerning the development, determining factors and effects of mathematics anxiety, particularly with regard to young elementary school age level populations. Assessment instruments, potential risk-factors, consequences of mathematics anxiety, as well as approaches to intervention are summarized. Owing to the small number of studies focusing on mathematics anxiety in young children, findings from adult studies are briefly recapitulated. The available data emphasizes the need for systematic research that focuses on the one hand on the onset of mathematics anxiety at a young age, and on the other follows the development of longer periods of time. Furthermore, multi-method research designs may be the means to gain deeper insight into the dynamics of causes and effects when the interaction of mathematics anxiety and mathematical abilities are under scrutiny. Only by implementing longitudinal studies that involve different types of data and the formulation of complex models of the dynamics of mathematics anxiety over time, can its determining factors and its effects be generated.
机译：本文的目的是概述有关数学焦虑的发展，确定因素和影响的研究现状，尤其是针对小学年龄段的年轻人。总结了评估工具，潜在的风险因素，数学焦虑的后果以及干预方法。由于针对幼儿数学焦虑的研究很少，因此简要总结了成人研究的结果。现有数据强调了系统研究的必要性，该研究一方面侧重于年轻时数学焦虑的发作，另一方面侧重于较长时期的发展。此外，当对数学焦虑和数学能力的相互作用进行仔细研究时，多方法研究设计可能是更深入地了解因果关系动态的手段。只有通过进行涉及不同类型数据的纵向研究并建立数学焦虑随时间变化的复杂模型，才能确定其决定因素及其影响。

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