This study examined the longitudinal relation between math attitudes and math anxiety in first grade (M_age = 6 years, 10 months) and mathematics achievement in fourth grade (M_age = 9 years, 11 months) for 155 Black and Latinx children. Multi-group structural equation modeling showed an inverse relation between math attitudes and math anxiety in first grade for boys and girls. Although there were no mean differences in math anxiety between boys and girls, there was a significant difference in its longitudinal relation with mathematics achievement: for girls, but not boys, first grade math anxiety negatively predicted fourth grade mathematics achievement, controlling for earlier achievement. Math anxiety longitudinally contributes to minoritized girls' long-term mathematics achievement. Teachers should be knowledgeable about the relation between math anxiety and math attitudes and be more responsive to Black and Latinx girls' mathematical learning needs to provide them equitable opportunities to be successful in mathematics.

这项研究调查了一年级（M_年龄 = 6岁零10个月）的数学态度和数学焦虑与四年级（M_年龄）的数学成绩之间的纵向关系。 = 9岁11个月），用于155名黑人和拉丁裔儿童。多组结构方程模型表明，男孩和女孩一年级的数学态度与数学焦虑呈反比关系。尽管男孩和女孩之间在数学焦虑方面没有平均差异，但其与数学成绩的纵向关系存在显着差异：对于女孩而非男孩，一年级数学焦虑否定了四年级的数学成绩，控制了较早的成绩。数学上的焦虑从纵向上促进了少数族裔女孩的长期数学成就。教师应了解数学焦虑与数学态度之间的关系，并对黑人和拉丁裔女孩的反应更敏感