Browsing by Author "Peake, Christian"

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    Kindergarten children’s math anxiety and its relationship with mathematical performance
    (2023) del Río, María Francisca; Susperreguy Jorquera, Maria Inés; Morales, María Francisca; Peake, Christian; Angulo, Macarena
    There is limited evidence on the occurrence of math anxiety among kindergarten children. This study sought to measure the occurrence of math anxiety in this group by adapting a math anxiety scale to Chilean children and evaluating the association between math anxiety and mathematical performance. The sample included 124 kindergarten children (age M = 5.69) enrolled in Chilean public schools. The results confirmed the two-factor structure of the original scale (worry and somatization). Notably, outcomes pertaining to math anxiety did not show gender differences or an association with math self-concept. A multiple regression analysis revealed that math anxiety is a significant predictor of mathematical skills, even after controlling for gender, age and math self-concept. These results underscore the significance of tackling math anxiety during early education to foster early mathematical learning in children.
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    Research on numerical cognition in Chile: current status, links to education and challenges
    (Routledge Journals, Taylor & Francis LTD, 2020) Susperreguy Jorquera, María Inés; Peake, Christian; Gomez, David M.
    Research on numerical cognition, an emerging area that has received increasing interest in Chile, can contribute to understanding how mathematical skills are developed and support education. This article reviews the studies published in the field of numerical cognition in Chile, indexed in the WoS, PubMed, Scopus and SciELO databases. The articles reviewed address mechanisms that underlie mathematical performance and strategies used by children, adolescents and adults to solve mathematical tasks, with a special emphasis on early skills, calculations and arithmetic, as well as factors associated with individual differences in the development of mathematical notions. This article also analyses the sources of funding that support research on numerical cognition and education in Chile and the projects awarded such funds in recent years. Finally, the contribution and challenges of numerical cognition research in Chile in an educational context are discussed.