Publication Date
9-1-2018
Document Type
Article
Abstract
This chapter is motivated by the challenge of supporting adolescents suffering with math anxiety—an adverse emotional response to thinking about or doing mathematics. We explore the promise of mindfulness ineducation, with specific attention to social emotional learning in mathematics. We focus on the issue of math anxiety and propose mindfulness practices as a supportive instructional intervention to help mitigate math anxiety and its delimiting effects. We close by proposing directions for future research and practice.
First Page
165
Last Page
180
