Task Features Change the Relation Between Math Anxiety and Number Line Estimation Performance With Rational Numbers: Two Large-Scale Online Studies

Math performance is negatively related to math anxiety (MA), though MA may impact certain math skills more than others. We investigated whether the relation between MA and math performance is affected by task features, such as number type (e.g., fractions, whole numbers, percentages), number format (symbolic vs. nonsymbolic), and ratio component size (small vs. large). Across two large-scale studies (combined n = 3,822), the MA-performance relation was strongest for large whole numbers and fractions, and stronger for symbolic than nonsymbolic fractions. The MA-performance relation was also stronger for smaller relative to larger components, and MA relating to specific number types may be a better predictor of performance than general MA for certain tasks. The relation between MA and estimation performance changes depending on task features, which suggests that MA may relate to certain math skills more than others, which may have implications for how people reason with numerical information and may inform future interventions. Public Significance StatementMath anxiety is a well-documented obstacle to math achievement. The extent to which math anxiety relates to performance on tasks assessing the understanding of numerical magnitude may change depending on task features. Across two pre-registered studies, the relation between math anxiety and performance was strongest for large whole numbers and fractions compared to other rational number types, stronger for symbolic than nonsymbolic fractions, and stronger for small-relative to large-component fractions. These findings contribute to a more nuanced understanding of the relation between math anxiety and different aspects of numerical magnitude understanding. Math anxiety may relate to certain aspects of numerical magnitude understanding more than others, which has implications for developing more targeted educational interventions and for designing accurate assessments of mathematical understanding.