  Math anxiety is a highly prevalent problem in education that has consistently
shown to lead to poor math performance. This study sought to investigate
whether certain behaviours are predictive of math anxiety among students. This
study involved elementary school students who were low-progressing in math, and
is part of an educational intervention program. Ten classifications types of
behavioural indicators were identified, such as counting out loud. A multiple
linear regression was conducted, identifying three behavioural observations
that were positively and significantly associated with their math anxiety.
Implications and limitations are discussed.
