  Math anxiety negatively relates to math performance. This negative
relationship may be exacerbated in low-progress math learners. However, there
are limited studies on math anxiety among low progress learners in a
paradoxically high performing education system like Singapore. To fill this
research gap, this research analysed the anxiety profiles of 151 students who
were in the math learning support intervention program administered by the
Ministry of Education, Singapore (MOE). We examined the complex relationship
centred in math anxiety with relevant variables such as demographic
characteristics, working memory and math performance. Limitations and future
directions are discussed.
