ABSTRACT

A crucial component of mathematics curriculum in primary education is represented by the ability to solve arithmetic word problems. Previous studies investigated predominantly the cognitive factors underlying this skill, neglecting the role of emotional (e.g. math anxiety – MA) and metacognitive aspects (e.g. perceived difficulty). Some findings suggested that emotional factors could influence perceived task difficulty which would, in turn, impair students’ performance. However, the relation between MA, perceived difficulty, and math problem-solving has not been explored yet. Moreover, although many studies reported gender differences in MA levels, findings involving primary school children are contrasting. Thus, this study aimed to evaluate the role of MA and perceived task difficulty on arithmetic word problem-solving proficiency in a sample of Italian primary school students, and to investigate gender differences in those variables. Results showed that MA had a direct and indirect effect through perceived difficulty on problem-solving performance. Furthermore, findings confirmed that girls exhibited higher MA levels, however no gender difference was observed in problem-solving accuracy nor in perceived difficulty. The study underlines the need to consider emotional factors when investigating children’s difficulties in math problem-solving and highlight the importance of MA interventions, especially for girls, already in primary education.

摘要

小学数学课程的一个重要组成部分是解决算术应用题的能力。先前的研究主要调查了该技能背后的认知因素，忽略了情感（例如数学焦虑 - MA）和元认知方面（例如感知难度）的作用。一些研究结果表明，情绪因素可能会影响感知到的任务难度，进而损害学生的表现。然而，MA、感知难度和数学问题解决之间的关系尚未被探索。此外，尽管许多研究报告了文学硕士水平的性别差异，但涉及小学生的研究结果却形成鲜明对比。因此，本研究旨在评估意大利小学生样本中数学硕士和感知任务难度对算术单词问题解决能力的影响，并调查这些变量的性别差异。结果表明，MA 通过感知困难对解决问题的表现产生直接和间接的影响。此外，研究结果证实，女孩表现出更高的 MA 水平，但在解决问题的准确性和感知难度方面没有观察到性别差异。该研究强调在调查儿童解决数学问题的困难时需要考虑情感因素，并强调数学干预的重要性，特别是对于已经接受小学教育的女孩。结果表明，MA 通过感知困难对解决问题的表现产生直接和间接的影响。此外，研究结果证实，女孩表现出更高的 MA 水平，但在解决问题的准确性和感知难度方面没有观察到性别差异。该研究强调在调查儿童解决数学问题的困难时需要考虑情感因素，并强调数学干预的重要性，特别是对于已经接受小学教育的女孩。结果表明，MA 通过感知困难对解决问题的表现产生直接和间接的影响。此外，研究结果证实，女孩表现出更高的 MA 水平，但在解决问题的准确性和感知难度方面没有观察到性别差异。该研究强调在调查儿童解决数学问题的困难时需要考虑情感因素，并强调数学干预的重要性，特别是对于已经接受小学教育的女孩。