A solid foundation in math is important for children's long-term academic success. Many factors influence children's math learning—including the math content students are taught in school, the quality of their instruction, and the math attitudes of students' teachers. Using a large and diverse sample of first-grade students (n = 551), we conducted a large-scale replication of a previous study (Proceedings of the National Academy of Sciences of the USA, 2010, 1860; n = 117), which found that girls in classes with highly math anxious teachers learned less math during the school year, as compared to girls whose math teachers were less anxious about math. 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, replicating and extending those previous results. 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.

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小学教师数学焦虑与学生数学学习：大规模复制

扎实的数学基础对于孩子的长期学业成功非常重要。许多因素会影响儿童的数学学习——包括学生在学校教授的数学内容、教学质量以及学生老师的数学态度。我们使用大量不同的一年级学生样本 ( n  = 551)，对之前的研究进行了大规模复制（美国国家科学院院刊，2010 年，1860 年；n = 117)，该研究发现，与数学老师对数学不那么焦虑的女孩相比，数学老师高度焦虑的班级中的女孩在学年期间学的数学更少。在更大的样本中，我们发现教师的数学焦虑与学生的数学成绩之间存在负相关，即使考虑了教师的数学能力和孩子的年初数学知识，复制和扩展了之前的结果。我们的研究结果加强了对以下假设的支持：教师的数学焦虑是破坏儿童数学学习的一个因素，并可能使学生在小学早期接触数学时偏离轨道。