Neurostructural correlate of math anxiety in the brain of children

Are numerical abilities determined at early age? A brain morphology study in children and adolescents with and without developmental dyscalculia

The intraparietal sulcus (IPS) has been associated with numerical processing. A recent study reported that the IPS sulcal pattern was associated with arithmetic and symbolic number abilities in children and adults. In the present study, we evaluated the link between numerical abilities and the IPS sulcal pattern in children with Developmental Dyscalculia (DD) and typically developing children (TD), extending previous analyses considering other sulcal features and the postcentral sulcus (PoCS). First, we confirm the longitudinal sulcal pattern stability of the IPS and the PoCS. Second, we found a lower proportion of left sectioned IPS and a higher proportion of a double-horizontal IPS shape bilaterally in DD compared to TD. Third, our analyses revealed that arithmetic is the only aspect of numerical processing that is significantly related to the IPS sulcal pattern (sectioned vs not sectioned), and that this relationship is specific to the left hemisphere. And last, correlation analyses of age and arithmetic in children without a sectioned left IPS indicate that although they may have an inherent disadvantage in numerical abilities, these may improve with age. Thus, our results indicate that only the left IPS sulcal pattern is related to numerical abilities and that other factors co-determine numerical abilities.

Abnormal amygdala volume moderates parenting and anxiety symptoms in children and adolescents with anxiety disorder

Anxiety disorders (AD) usually onset in childhood or adolescence and are related to brain development and early experiences during this period. As the hub of the fear circuit, the amygdala plays a crucial role in the development of emotional processing, and abnormalities in its structure and function are associated with anxiety disorders. We aim to uncover the amygdala volume's moderation between parenting and anxiety severity in children and adolescents with AD. 129 children and adolescents with anxiety and 135 age- and sex-matched Health controls (HC) using the publicly available Healthy Brain Network (HBN) dataset were included. Anxiety severity was measured using the Screen for Child Anxiety Related Disorders Self-report (SCARED-SR) and parenting was measured using the Alabama Parenting Questionnaire Self-Report (APQ-SR). We investigated age-related differences in amygdala volume in children and adolescents with anxiety disorders. Further, we examined the role of amygdala volume in moderating the association between parental involvement, particularly the maternal involvement, and anxiety symptoms in this population. We found larger bilateral amygdala in the AD group compared with the HC among the age range of 7-12. And increases in amygdala volume tended to negatively moderate the linear relationships between maternal involvement and anxiety symptoms in the AD group. These findings provide new evidence of abnormal brain alteration in children and adolescents with anxiety and may reflect proactive adaptations of adolescent brain development.

Emotional processing of math-related words in people with math anxiety

BACKGROUND

Research exploring emotional responses to math-related words in individuals with math anxiety (MA) is scarce. Here, we examined MA participants' subjective emotional processing of math-related cues within Lang's bioinformational model of emotion to further understand the role of those cues in MA.

METHODS

In total, 41 high-MA and 32 low-MA undergraduates rated math-related words, along with neutral, pleasant, and unpleasant words, from the Affective Norms for English Words. The Self-Assessment Manikin was used to calculate valence, arousal, and dominance scores for each word.

RESULTS

The low-MA group rated math-related words as neutral on the three emotional scales, however, the high-MA group rated them lower and higher for valence and dominance than neutral and unpleasant words, respectively. Moreover, math-related words were rated as more and less activating than neutral and unpleasant words, respectively. The two groups significantly differed in scores on the three scales only for the math-related words.

CONCLUSIONS

These results provide evidence that individuals with high MA show altered emotional processing of math-related words, experiencing them as moderately aversive and moderately activating. The findings emphasize that the altered emotional processing of words associated with math should be considered a symptom of MA.

Anatomical connectivity in children with developmental dyscalculia: A graph theory study

Current theories postulate that numerical processing depends upon a brain circuit formed by regions and their connections; specialized in the representation and manipulation of the numerical properties of stimuli. It has been suggested that the damage of these network may cause Developmental Dyscalculia (DD): a persistent neurodevelopmental disorder that significantly interferes with academic performance and daily life activities that require mastery of mathematical notions and operations. However, most of the studies on the brain foundations of DD have focused on regions of interest associated with numerical processing, and have not addressed numerical cognition as a complex network phenomenon. The present study explored DD using a Graph Theory network approach. We studied the association between topological measures of integration and segregation of information processing in the brain proposed by Graph Theory; and individual variability in numerical performance in a group of 11 school-aged children with DD (5 of which presented with comorbidity with Developmental Dyslexia, the specific learning disorder for reading) and 17 typically developing peers. A statistically significant correlation was found between the Weber fraction (a measure of numerical representations' precision) and the Clustering Index (a measure of segregation of information processing) in the whole sample. The DD group showed significantly lower Characteristic Path Length (average shortest path length among all pairs of regions in the brain network) compared to controls. Also, differences in critical regions for the brain network performance (hubs) were found between groups. The presence of limbic hubs characterized the DD brain network while right Temporal and Frontal hubs found in controls were absent in the DD group. Our results suggest that the DD may be associated with alterations in anatomical brain connectivity that hinder the capacity to integrate and segregate numerical information.

The impact of anxiety and life quality on the mathematical performance of dyscalculic middle school children

Dyscalculia is a specific difficulty in learning mathematics that strongly influences activities of daily living that require skills such as counting and simple mathematical operations. The aim of this study is to investigate the effect of negative emotions on mathematical performance in children with and without developmental dyscalculia using psychosocial tests, a quality of life test, an anxiety test and the Zareki-R mathematical performance test. This pilot study was realized on a sample of 20 children in the first year of secondary school (a group of 10 dyscalculic children and another group of 10 control children with an average age of 12.65 years). Descriptive statistics showed that dyscalculic children had low scores on all Zareki-R subtests. The Mann Whitney analysis revealed a significant difference between dyscalculic children and typically developing children on the Zareki-R subtests and the quality of life test, but no significance was found for the anxiety test. Analysis of the ANOVA by gender revealed no significant differences for the three tests, and the opposite for the ANOVA by age (F = 3.86, dll = 2, p ˂ 0.05). Using multiple linear regression, the subtests of physical quality of life, emotional quality of life and academic quality of life were significantly different for the two groups. In conclusion, the psychosocial quality of life and the high level of anxiety in dyscalculic children strongly influence their performance in mathematics.

The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders

The number line estimation task is an often-used measure of numerical magnitude understanding. The task also correlates substantially with broader measures of mathematical achievement. This raises the question of whether the task would be a useful component of mathematical achievement tests and instruments to diagnose dyscalculia or mathematical giftedness and whether a stand-alone version of the task can serve as a short screener for mathematical achievement. Previous studies on the relation between number line estimation accuracy and broader mathematical achievement were limited in that they used relatively small nonrepresentative samples and usually did not account for potentially confounding variables. To close this research gap, we report findings from a population-level study with nearly all Luxembourgish ninth-graders (N = 6484). We used multilevel regressions to test how a standardized mathematical achievement test relates to the accuracy in number line estimation on bounded number lines with whole numbers and fractions. We also investigated how these relations were moderated by classroom characteristics, person characteristics, and trial characteristics. Mathematical achievement and number line estimation accuracy were associated even after controlling for potentially confounding variables. Subpopulations of students showed meaningful differences in estimation accuracy, which can serve as benchmarks in future studies. Compared with the number line estimation task with whole numbers, the number line estimation task with fractions was more strongly related to mathematical achievement in students across the entire mathematical achievement spectrum. These results show that the number line estimation task is a valid and useful tool for diagnosing and monitoring mathematical achievement.

Math anxiety and deficient executive control: does reappraisal modulate this link?

The literature suggests an interplay between executive control functions and emotion regulation processes, with each playing a key role in math anxiety. We examined the relation between the use of two different emotion regulation strategies (reappraisal and suppression) and the ability to reduce emotional interference in high‐conflict situations (i.e., executive control of attention) in cases of math anxiety. A sample of 107 adults completed emotion regulation tendencies and math anxiety questionnaires and performed a flanker task following the priming of a math‐related or negative word. The findings revealed: (1) highly math‐anxious individuals had difficulty controlling emotional distractions induced by math information, even as simple as math‐related words, in high‐conflict conditions; and (2) the tendency to use reappraisal in everyday situations was associated with math‐anxious individuals’ ability to avoid heightened emotional reactions when encountering math‐related (i.e., threatening) information. These findings point to the efficacy of reappraisal‐focused intervention and suggest an innovative mechanism through which reappraisal reduces emotional reactions and improves performance among math‐anxious individuals, indicating a new way to approach interventions for math anxiety.

Mathematics anxiety-where are we and where shall we go?

In this paper, we discuss several largely undisputed claims about mathematics anxiety (MA) and propose where MA research should focus, including theoretical clarifications on what MA is and what constitutes its opposite pole; discussion of construct validity, specifically relations between self‐descriptive, neurophysiological, and cognitive measures; exploration of the discrepancy between state and trait MA and theoretical and practical consequences; discussion of the prevalence of MA and the need for establishing external criteria for estimating prevalence and a proposal for such criteria; exploration of the effects of MA in different groups, such as highly anxious and high math–performing individuals; classroom and policy applications of MA knowledge; the effects of MA outside educational settings; and the consequences of MA on mental health and well‐being.

Increased structural covariance in brain regions for number processing and memory in children with developmental dyscalculia

Developmental dyscalculia (DD) is a developmental learning disability associated with deficits in processing numerical and mathematical information. Several studies demonstrated functional network alterations in DD. Yet, there are no studies, which examined the structural network integrity in DD. We compared whole‐brain maps of volume based structural covariance between 19 (4 males) children with DD and 18 (4 males) typically developing children. We found elevated structural covariance in the DD group between the anterior intraparietal sulcus to the middle temporal and frontal gyrus (p < 0.05, corrected). A hippocampus subfield analysis showed higher structural covariance in the DD group for area CA3 to the parahippocampal and calcarine sulcus, angular gyrus and anterior part of the intraparietal sulcus as well as to the lingual gyrus. Lower structural covariance in this group was seen for the subiculum to orbitofrontal gyrus, anterior insula and middle frontal gyrus. In contrast, the primary motor cortex (control region) revealed no difference in structural covariance between groups. Our results extend functional magnetic resonance studies by revealing abnormal gray matter integrity in children with DD. These findings thus indicate that the pathophysiology of DD is mediated by both structural and functional abnormalities in a network involved in number processing and memory function.

Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study

Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field.

Numbers (but not words) make math anxious individuals sweat: Physiological evidence

The study aimed to determine the specificity of math anxiety by measuring physiological arousal to the presentation of numerical and non-numerical stimuli. It also investigated whether math and trait anxieties share similar behavioral and physiological manifestations. Fifty-two female university students performed an experimental task including simple or complex arithmetical equations and math-related or neutral words. Participants' electrodermal activity (skin conductance response) was monitored during the task. Math and trait anxieties were measured using common explicit questionnaires. Results showed math anxiety levels were significantly related to physiological arousal during the performance of complex numerical tasks. Importantly, math anxiety significantly mediated the links between trait anxiety and physiological arousal in complex numerical tasks. The findings support previous work finding relations between math and trait anxieties, but also show math anxiety is a unique phenomenon with specific behavioral and physiological manifestations, especially during the processing of complex numerical information.

Emerging neurodevelopmental perspectives on mathematical learning

Strong foundational skills in mathematical problem solving, acquired in early childhood, are critical not only for success in the science, technology, engineering, and mathematical (STEM) fields but also for quantitative reasoning in everyday life. The acquisition of mathematical skills relies on protracted interactive specialization of functional brain networks across development. Using a systems neuroscience approach, this review synthesizes emerging perspectives on neurodevelopmental pathways of mathematical learning, highlighting the functional brain architecture that supports these processes and sources of heterogeneity in mathematical skill acquisition. We identify the core neural building blocks of numerical cognition, anchored in the posterior parietal and ventral temporal-occipital cortices, and describe how memory and cognitive control systems, anchored in the medial temporal lobe and prefrontal cortex, help scaffold mathematical skill development. We highlight how interactive specialization of functional circuits influences mathematical learning across different stages of development. Functional and structural brain integrity and plasticity associated with math learning can be examined using an individual differences approach to better understand sources of heterogeneity in learning, including cognitive, affective, motivational, and sociocultural factors. Our review emphasizes the dynamic role of neurodevelopmental processes in mathematical learning and cognitive development more generally.

Females' negative affective valence to math-related words

Emotional perceptions of math-related information can have profound effects on attitudes about math, which, in turn, may lead to decreased math achievements. A large body of research has documented that females have less positive attitudes and more negative affectivity to math than males. This study examined emotional valence ratings of math-related verbal stimuli among adults and performed a pioneering investigation of gender differences in emotional perceptions. A random sample of 290 adults completed a battery of online affect questionnaires designated to measure the relations of various math-related words to the field of mathematics (i.e., math loading) and compared the emotional valence of these words to words known to have negative and neutral valence. Results revealed that: (1) math-related words were rated as less threatening than words with negative valence, but more threatening than neutral words; (2) math loading ratings were the strongest and most significant predictor of the emotional valence ratings of math-related words; and (3) females rated math-related words and words with negative, but not neutral, valence as more threatening than males. The study concludes that negative affective valence is linked with math-related information, especially among females, and this finding has implications for researchers, parents, and educators.

Association Between Physical Fitness and Anxiety in Children: A Moderated Mediation Model of Agility and Resilience

Background: Anxiety is one of the most prevalent mental health problems in children. Although physical fitness as a predictor of mental health, the mechanisms underlying any association between physical fitness and anxiety in children have been understudied. Thus, the aim of the present study was to determine whether an association exists between physical fitness and anxiety and to explore the roles of agility and resilience in such an association.

Methods: This cross-sectional study investigated 269 children aged 7 to 12 years from three public primary schools in Shanghai (China). Physical fitness and agility were objectively measured, and resilience and anxiety were assessed using self-reported questionnaires. The moderated mediation model was examined using the SPSS PROCESS macro, in which the moderator variable was agility, and the mediator variable was resilience.

Results: Physical fitness was inversely associated with anxiety. Resilience partially and indirectly mediated this association, and agility moderated the association between physical fitness and resilience. Physical fitness had a greater impact on resilience in children with higher agility levels.

Conclusions: Agility moderated the mediation of resilience on the indirect, inverse association between physical fitness and anxiety; thus, incorporating methods to develop agility and resilience may lead to better outcomes for physical fitness programs designed to prevent or alleviate anxiety in children.

Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.

Mathematics anxiety and cognition: an integrated neural network model

Many students suffer from anxiety when performing numerical calculations. Mathematics anxiety is a condition that has a negative effect on educational outcomes and future employment prospects. While there are a multitude of behavioral studies on mathematics anxiety, its underlying cognitive and neural mechanism remain unclear. This article provides a systematic review of cognitive studies that investigated mathematics anxiety. As there are no prior neural network models of mathematics anxiety, this article discusses how previous neural network models of mathematical cognition could be adapted to simulate the neural and behavioral studies of mathematics anxiety. In other words, here we provide a novel integrative network theory on the links between mathematics anxiety, cognition, and brain substrates. This theoretical framework may explain the impact of mathematics anxiety on a range of cognitive and neuropsychological tests. Therefore, it could improve our understanding of the cognitive and neurological mechanisms underlying mathematics anxiety and also has important applications. Indeed, a better understanding of mathematics anxiety could inform more effective therapeutic techniques that in turn could lead to significant improvements in educational outcomes.