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Wednesday, April 22 • 9:20am - 9:40am
Mindfulness as an Intervention for Math Anxiety

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Math anxiety is common in school settings and poses a threat to attitudes toward math-based classes. Because mindfulness-based interventions have been shown to decrease general anxiety and improve well-being, this study sought to explore the impact of brief mindfulness exercises on math anxiety. Participants were 22 students enrolled in two sections of a math-based research methods class in psychology. One section of the course, with 14 students, was designated as the mindfulness (experimental) group, and the other section, with 8 students, was designated as the comparison group. All participants were given a survey at the beginning of the study in order to assess baseline levels of math anxiety. Students in the experimental group then participated in mindfulness exercises (e.g., deep breathing, body meditation) at the beginning of the next six classes. Participants in both groups completed the math anxiety survey a second time at the end of the intervention, and scores on the class’s first exam were also recorded. Math anxiety levels among students in the experimental group will be compared across the two time periods in order to determine whether the mindfulness exercises had an impact. In addition, anxiety levels between students in the experimental and comparison group will be compared. Mindfulness exercises, should they be found to be effective, are easy to implement in classroom situations and could be a helpful tool in lessening math anxiety.


Wednesday April 22, 2015 9:20am - 9:40am PDT
407 Wilma Sherrill Center

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