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Math Anxiety and Arithmetic Learning: Evidence for Impaired Procedural Learning and Enhanced Retrieval Learning

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Title: Math Anxiety and Arithmetic Learning: Evidence for Impaired Procedural Learning and Enhanced Retrieval Learning
Language: English
Authors: Cynthia Marie Fioriti (ORCID 0000-0001-6633-8176), Rachel G. Pizzie, Tanya M. Evans, Adam E. Green, Ian M. Lyons
Source: Journal of Experimental Psychology: Learning, Memory, and Cognition. 2025 51(12):1909-1925.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1R01HD10042901A1
2201305
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Anxiety, Mathematics Instruction, Arithmetic, Adults, Multiplication, Barriers, Repetition, Memory, College Students, Predictor Variables, Anxiety, Likert Scales, Cognitive Processes, Learning Processes
Geographic Terms: District of Columbia
Assessment and Survey Identifiers: State Trait Anxiety Inventory
DOI: 10.1037/xlm0001453
ISSN: 0278-7393
1939-1285
Abstract: Previous research has shown that high math anxiety (HMA) detrimentally impacts math performance; however, limited work has examined how math anxiety may impact math "learning." The present study drew on our understanding of disparate long-term learning and memory systems to provide a framework for how HMA potentially disrupts specific types of math learning. Adult participants completed unfamiliar multiplication trials (e.g., 219 × 4 = ?) in two sessions across consecutive days. Repeated problems enabled retrieval arithmetic learning by repeating the same four problems a total of 72 times each (288 total trials). Unrepeated problems enabled procedural arithmetic learning by repeating a consistent problem structure but without ever repeating a specific problem (288 total trials). HMA subjects (HMAs) showed impaired learning of unrepeated problems suggesting that math anxiety may have disrupted procedural math learning. Conversely, learning of repeated problems was accelerated in HMAs relative to low math anxious subjects, suggesting enhanced retrieval learning. We interpret these results within the context of effort-avoidance and well-established learning and memory systems, suggesting that HMAs enhance effort on declarative memory-mediated retrieval learning possibly at the expense of efficiency gains in procedural memory-mediated learning of computational procedures. This work also suggests that the mechanisms linking math anxiety with math performance may differ in important ways from how math anxiety impacts math learning. Further, this work highlights the potential value of considering how math anxiety interacts with multiple types of math learning.
Abstractor: As Provided
Notes: https://osf.io/zc9nf/?view_only=2ef79dd4cbe64421b9f6447daa6f80ff
Entry Date: 2026
Accession Number: EJ1508994
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Cynthia+Marie+Fioriti%22">Cynthia Marie Fioriti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6633-8176">0000-0001-6633-8176</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+G%2E+Pizzie%22">Rachel G. Pizzie</searchLink><br /><searchLink fieldCode="AR" term="%22Tanya+M%2E+Evans%22">Tanya M. Evans</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+E%2E+Green%22">Adam E. Green</searchLink><br /><searchLink fieldCode="AR" term="%22Ian+M%2E+Lyons%22">Ian M. Lyons</searchLink>
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: Previous research has shown that high math anxiety (HMA) detrimentally impacts math performance; however, limited work has examined how math anxiety may impact math "learning." The present study drew on our understanding of disparate long-term learning and memory systems to provide a framework for how HMA potentially disrupts specific types of math learning. Adult participants completed unfamiliar multiplication trials (e.g., 219 × 4 = ?) in two sessions across consecutive days. Repeated problems enabled retrieval arithmetic learning by repeating the same four problems a total of 72 times each (288 total trials). Unrepeated problems enabled procedural arithmetic learning by repeating a consistent problem structure but without ever repeating a specific problem (288 total trials). HMA subjects (HMAs) showed impaired learning of unrepeated problems suggesting that math anxiety may have disrupted procedural math learning. Conversely, learning of repeated problems was accelerated in HMAs relative to low math anxious subjects, suggesting enhanced retrieval learning. We interpret these results within the context of effort-avoidance and well-established learning and memory systems, suggesting that HMAs enhance effort on declarative memory-mediated retrieval learning possibly at the expense of efficiency gains in procedural memory-mediated learning of computational procedures. This work also suggests that the mechanisms linking math anxiety with math performance may differ in important ways from how math anxiety impacts math learning. Further, this work highlights the potential value of considering how math anxiety interacts with multiple types of math learning.
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  Data: 2026
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      – Type: doi
        Value: 10.1037/xlm0001453
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1909
    Subjects:
      – SubjectFull: Mathematics Anxiety
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Multiplication
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      – SubjectFull: Barriers
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      – SubjectFull: Repetition
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      – SubjectFull: Memory
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Anxiety
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      – SubjectFull: District of Columbia
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      – SubjectFull: State Trait Anxiety Inventory
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      – TitleFull: Math Anxiety and Arithmetic Learning: Evidence for Impaired Procedural Learning and Enhanced Retrieval Learning
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