Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences. This article describes a math intervention designed through a framework of self-regulated learning that defines self-regulated learners as students who are connected, self-aware, self-determined, strategic, and resilient. Specifically described is an intervention that helps students regulate anxiety, initiate a problem-solving strategy, and advocate as needed to use approaches they find effective.

中文翻译：

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针对有学习障碍和数学焦虑的学生的自我调节学习者框架

已经证明有数学学习障碍的学生经历数学焦虑的比率几乎是他们典型同龄人的两倍。对数学的焦虑被认为会通过选择可用于解决问题的注意力资源来扰乱学习，并且可能是由学生解释他们与数学相关的经历的方式引起的。本文描述了通过自我调节学习框架设计的数学干预，该框架将自我调节学习者定义为具有联系、自我意识、自我决定、战略性和弹性的学生。具体描述的是一种干预措施，可帮助学生调节焦虑，启动解决问题的策略，并根据需要提倡使用他们认为有效的方法。