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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
“I Can Math, Too!”: Reducing Math Anxiety In Stem-Related Courses Using A Combined Mindfulness And Growth Mindset Approach (Magma) In The Classroom, Tashana S. Samuel, Sebastien Buttet, Jared Warner
“I Can Math, Too!”: Reducing Math Anxiety In Stem-Related Courses Using A Combined Mindfulness And Growth Mindset Approach (Magma) In The Classroom, Tashana S. Samuel, Sebastien Buttet, Jared Warner
Publications and Research
Math anxiety has become an alarming social justice concern, as it results in negative academic consequences, contributes to disinterest and lack of persistence in STEM programs for underrepresented students, and limits their opportunities in STEM careers. According to research, this fear of math occurs long before students begin working on math problems. When high-math anxious students encounter math situations, anticipation anxiety consumes working memory capacity, inhibits learning, and causes them to severely underperform on mathematical tasks. However, very few studies have been conducted to embed psychological interventions in the classroom in an effort to mitigate both anticipation and execution anxiety. …
Using Authentic Inquiry To Unpack Emotions And Thorny Issues Within Teaching And Learning, Leah Denise Pride
Using Authentic Inquiry To Unpack Emotions And Thorny Issues Within Teaching And Learning, Leah Denise Pride
Dissertations, Theses, and Capstone Projects
This manuscript-styled dissertation embodies the theoretical and methodological framework of authentic inquiry (Tobin, 2006). In the holistic context of this dissertation, authentic inquiry as a theoretical framework encompasses deep epistemological and ontological questions such as: What is knowledge and how is it informed by research? Who may engage in research? How does positivism compare to authentic inquiry? What are thorny issues and how do they relate to authentic inquiry? How do we research thorny issues in classrooms? What mindfulness practices may be used to research emotions when discussing thorny issues? How do we nuance “safety” in learning spaces where emotions …