## Elementary school teachers’ math anxiety and students’ math learning: A large-scale replication

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**Title: **Elementary School Teachers’ Math Anxiety and Students’ Math Learning: A Large-Scale Replication.**Authors: **Schaeffer, M.W., Rozek, C.S., Maloney, E. A., Berkowitz, T., Levine, S.C., & Beilock, S.L., (2021).**Journal and DOI: **Developmental Science. DOI: 10.1111/desc.13080

**What did we ask?**

Previous research reported that when female early elementary teachers are higher in math anxiety then their female (but not male) students learn less math over the school-year (Beilock et al., 2011). Given the importance of this finding, we sought to replicate it using a large and diverse sample.

**How did we ask it?**

Using a large and diverse sample of first-grade students (n = 551), we tested students’ math achievement at the beginning and end of first grade, and we assessed the level of math anxiety and math content knowledge of their female teachers.

**What did we find?**

With a larger sample, we found a negative relation between teachers’ math anxiety and students’ math achievement for both girls and boys, even after accounting for teachers’ math ability and children’s beginning of year math knowledge.

**Why is this important?**

Our findings strengthen the support for the hypothesis that teachers’ math anxiety is one factor that undermines children’s math learning and could push students off-track during their initial exposure to math in early elementary school. This is important because a solid foundation in math key for children’s long-term academic success!