Joanna Higgins & Raewyn Eden

The emotional climate of classrooms is important to the teaching and learning of mathematics. To date there have been few studies connecting emotions to learning environments. Starting from the premise that teaching is emotional work, we are interested in exploring physical, cognitive and psychological effects associated with a mindfulness intervention in Year 7-8 mathematics classrooms. The potential benefits of mindfulness – the cultivation of non-judgmental awareness and attention to the present moment – are an emerging field of inquiry for psychology and education researchers. For instance, findings from a growing body of studies suggest that a focus on breathing for a short time each day can mediate the impact of negative emotions in classroom events. The roundtable will begin by discussing emerging theoretical frameworks for understanding emotions with a focus on mindfulness practices in classrooms, and associated methodologies for studying mindfulness. The session will provide an opportunity to discuss: teachers’ and students’ increased awareness of their emotional reactions to classroom events; the connection between a breathing intervention and mathematics teaching and learning; and the potential of a mindfulness intervention to improve the emotional climate of learning environments.