ERIC Number: EJ1444815
Record Type: Journal
Publication Date: 2021
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2766-8991
Using Mindfulness/Contemplative Practices to Help Students Focus in Mathematics Classrooms
Mary B. Walkins
Teaching and Learning Excellence through Scholarship, v1 p28-40 2021
Can using mindfulness/contemplative practices help students become mindful, focused, and present in the mathematics classroom? In this study, mindfulness/contemplative practices were used in the mathematics classroom to determine if students were encouraged to be mindful, focused, and present or engaged in problem solving. During class time, students engaged in the following 2 contemplative practices: a "Mindful Minute of Deep Breathing" and "Beholding the Mathematics". The one minute of mindful Deep Breathing took place usually at the beginning of class. Then, during a regular class period, students used Beholding to look more deeply at topics, probe questions, and investigate answers to questions. The survey responses indicated that the mindfulness/contemplative practices were very useful in the mathematics classroom to help students to be mindful (both inside and outside of the classroom), focus on the mathematics taught, and be present or engaged in the problem solving.
Descriptors: Metacognition, Teaching Methods, Mathematics Instruction, Problem Solving, Relaxation Training, Community Colleges, Workshops, Innovation, Community College Students, Attention Control
Board of Trustees of the Community College of Baltimore County. 7201 Rossville Boulevard, ADMN 101, Baltimore, MD 21237. Tel: 443-840-3756; e-mail: rminor@ccbcmd.edu; Web site: https://tales.journals.publicknowledgeproject.org/index.php/tales
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland (Baltimore)
Grant or Contract Numbers: N/A