Exploring wellness practices with pre-service teachers to mange mathematics anxiety

Brigitte Neufeld, Christina Paige, Tina Rapke, Margaret Karrass, Jennifer Hall

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

Abstract

In this work-in-progress paper, we discuss our development and implementation of wellness strategies to address pre-service teachers’ mathematics anxiety. Mathematics anxiety is prevalent in all levels of education, and often inhibits students’ abilities to learn mathematics. Emerging research in mindfulness, Cognitive Behavioural Therapy, and other wellness techniques are making their way into classrooms to remedy long-held feelings of anxiety. In our study, we analyzed current research on how wellness approaches can be harnessed in the mathematics classroom to mitigate the onset and effects of mathematics anxiety, and then implemented these approaches in a mathematics education course for pre-service teachers at a Canadian faculty of education. We are collecting pre-and post-course surveys to investigate how the strategies affect the mathematics anxiety of pre-service teachers.
Original languageEnglish
Title of host publicationCanada International Conference on Education (CICE-2018)
EditorsRegis Chireshe, Isao Miyaji, Olaniyi Alaba Sofowora, Marta Cabral, Lorayne Robertson
Place of PublicationLondon UK
PublisherInfonomics Society
Pages490-494
Number of pages5
ISBN (Print)9781908320902
Publication statusPublished - 2018
EventCanada International Conference on Education 2018 - University of Toronto Mississauga, Mississauga, Canada
Duration: 25 Jun 201828 Jun 2018

Conference

ConferenceCanada International Conference on Education 2018
Abbreviated titleCICE 2018
CountryCanada
CityMississauga
Period25/06/1828/06/18

Cite this

Neufeld, B., Paige, C., Rapke, T., Karrass, M., & Hall, J. (2018). Exploring wellness practices with pre-service teachers to mange mathematics anxiety. In R. Chireshe, I. Miyaji, O. A. Sofowora, M. Cabral, & L. Robertson (Eds.), Canada International Conference on Education (CICE-2018) (pp. 490-494). London UK: Infonomics Society.