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 analyzed 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 centered in math anxiety with relevant variables such as demographic characteristics, working memory, and math performance. The results indicated that (1) math anxiety only vary significantly between children with very low Early Numeracy Indicator (ENI) and high ENI levels; (2) a negative relationship between math anxiety and math performance exists; (3) there was no significant interaction between math anxiety and working memory; (4) a further examination on moderating effect found that only children who have been identified as being at risk for developmental dyscalculia and those with average or high working memory performed poorer in math at higher levels of math anxiety. Limitations and future directions are discussed.

数学焦虑与数学成绩呈负相关。对于进展缓慢的数学学习者来说，这种负面关系可能会加剧。然而，在新加坡这样一个表现自相矛盾的高绩效教育体系中，关于低进度学习者的数学焦虑的研究还很有限。为了填补这一研究空白，本研究分析了参加新加坡教育部 (MOE) 管理的数学学习支持干预计划的 151 名学生的焦虑状况。我们研究了以数学焦虑为中心的复杂关系与人口特征、工作记忆和数学表现等相关变量的关系。结果表明（1）数学焦虑仅在早期算术指标（ENI）非常低和 ENI 水平较高的儿童之间存在显着差异；(2)数学焦虑与数学成绩之间存在负相关关系；（3）数学焦虑与工作记忆之间不存在显着的交互作用；（4）对调节效应的进一步检查发现，只有被确定为有发展性计算障碍风险的儿童以及工作记忆中等或较高的儿童在数学焦虑水平较高时数学表现较差。讨论了局限性和未来的方向。