Students with math anxiety (MA) experience feelings of tension and anxiety that interfere with their math performance. In the iFeelMath project, we investigate the developmental and situational dynamics of MA and math performance among primary-school students, and develop and test the effectiveness of brief classroom interventions to support students with high MA. We follow up 400 students from grade 4 to grade 6, and measure their MA and performance twice a year. In a subgroup of 100 students, we also measure physiological responses (i.e., sweating) and MA when students work on digital math tasks. Further,300 students receive either mindfulness, math skills or a combined intervention, to see which of these is the most effective one. The novelty of our combined study designs is expected to provide answers that increase our understanding of when, how, and why MA develops during primary school years and how teachers can best support students who experience MA.

2022

2026