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The impact of mathematics anxiety on primary school children's working memory (2012)
Journal Article
Witt, M. (2012). The impact of mathematics anxiety on primary school children's working memory. Europe's Journal of Psychology, 8(2), 263-274. https://doi.org/10.5964/ejop.v8i2.458

While there is little doubt that there is a connection between mathematics anxiety and poor mathematical performance, the direction and nature of this connection is less clear. Some researchers (e.g., Ma & Xu, 2004) have contended that poor mathemati... Read More about The impact of mathematics anxiety on primary school children's working memory.

Mathematics and transition (2011)
Book Chapter
Witt, M. (2011). Mathematics and transition. In A. Howe, & V. Richards (Eds.), Bridging the Transition from Primary to Secondary School, 88-98. Routledge

School based working memory training: Preliminary finding of improvement in children's mathematical performance (2011)
Journal Article
Witt, M. (2011). School based working memory training: Preliminary finding of improvement in children's mathematical performance. Advances in Cognitive Psychology, 7(1), 7-15. https://doi.org/10.2478/v10053-008-0083-3

Working memory is a complex cognitive system responsible for the concurrent storage and processing of information. Given that a complex cognitive task like mental arithmetic clearly places demands on working memory (e.g., in remembering partial resul... Read More about School based working memory training: Preliminary finding of improvement in children's mathematical performance.

Primary teacher trainees’ anxieties about mathematics and the role of training providers: The results of the first two years of a longitudinal study (2009)
Presentation / Conference
Witt, M. (2009, June). Primary teacher trainees’ anxieties about mathematics and the role of training providers: The results of the first two years of a longitudinal study. Paper presented at Fostering Communities of Learners. 13th Bi-annual conference of the European Association for Research on Learning and Instruction