First-Grade Math Anxiety and Skills Study with 229 Brazilian Students

A 2026 study by Angélica Polvani Trassi investigates the selective impact of math anxiety on symbolic versus nonsymbolic mathematical skills in first-grade children. The dataset likely contains assessment results for 229 Brazilian first-grade students, including measures of math anxiety, mathematical skills (Zareki-R), nonverbal reasoning, and language skills. The file is a 660.8 KB DOCX document published on figshare under a CC-BY-4.0 license.

Use Cases

• Analyze correlations between math anxiety and specific symbolic math skills like number production and comprehension.
• Investigate the relationship between math anxiety and nonsymbolic skills such as number sense.
• Model the impact of math anxiety on mathematical performance while controlling for covariates like nonverbal reasoning and language skills.
• Examine potential gender differences in the manifestation of math anxiety in early elementary school.

Strengths

• Includes data from 229 participants, providing a substantive sample size for analysis.
• Assesses multiple cognitive domains: math anxiety, mathematical skills (symbolic and nonsymbolic), nonverbal reasoning, and language.
• Uses established assessment tools: Zareki-R for math skills and EES-AMAS for math anxiety.
• Provides specific demographic details: mean age of 6.28 years and 55% female participants.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• Data may reflect geographic bias inherent to its collection from Brazilian public schools.

Provenance

Source

figshare

Collection Method

Data collected via assessments (Zareki-R, EES-AMAS, Raven's Progressive Matrices) administered to first-grade students.

Time Range

Study conducted circa 2026.

Freshness

Last updated 2026-04-22 16:32:54; freshness should be verified.

Geography

Brazil (10 public elementary schools)