Fostering Community and Belonging Through Contemplative Pedagogy: The Case of a Mandatory Postsecondary Mathematics Course

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Contemplative Traditions for Creativity and Healing: Holistic Pedagogy (Table 9)

Abstract

Stress and inequities deeply affect mathematics students (Geist, 2010). As a gatekeeper subject, success in mathematics greatly affects life chances (Gutiérrez & Rogoff, 2003), with known barriers to mathematical success including students identifying as female or BIPOC (Gutiérrez, 2017; Ruef, 2021). Moreover, students affected by these barriers are also more likely to suffer from math anxiety. To repair and remedy post-secondary mathematics courses, this research recognized the positive impacts of contemplative pedagogy such as fostering the building of community, increasing feelings of belonging, establishing meaningful connections, decreasing self-judgement as well as reducing emotional reactivity. The result was a safe and inclusive classroom supporting and accepting students from all backgrounds and all levels of mathematical ability.

Author

• Leslie P. Shayer, Okanagan College