Designing for Emotional and Relational Dimensions: Guidelines for Advancing SEL in Math Ed Tech

• In Event: Unforgetting, Designing, Reimagining: Equitable Futures in Math Ed Tech for Teachers and Learners

Abstract

This presentation describes a set of research-informed guidelines for advancing social and emotional learning (SEL) through math-focused educational technology. It aims to equip designers and educators with principles for fostering emotionally supportive, student-centered math environments. The guidelines are grounded in the SEL framework developed by CASEL (2020), connected to affective neuroscience (Immordino-Yang & Damasio, 2007) and relational teaching (Zins et al., 2004). We also draw on math-specific research on identity and motivation (Boaler, 2016; Middleton et al., 2015). The guidelines were developed using participatory methods, including co-design workshops with educators and user-centered evaluation of math ed tech tools. The process included two iterative cycles of feedback and synthesis. We analyzed data from three educator design workshops, field notes from collaborative prototype testing, and 10 think-aloud protocols with teachers using math tech products. We identify six design guidelines for SEL in math ed tech: (1) invite student voice, (2) foster emotional safety, (3) reflect inclusive cultural norms, (4) enable social collaboration, (5) provide strengths-based feedback, and (6) support teacher-student connection. Teachers reported that even small feature shifts (e.g., warm language in error messages) changed their perception of relational teaching via tech. These guidelines aim to operationalize SEL in the context of math ed tech—an area often treated as emotionally neutral. The guidelines support teacher learning by offering concrete, research-based strategies for integrating emotional and social dimensions into digital pedagogy and supporting students’ experiences with technology before, during, and after interaction with digital products.

References
Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. Jossey-Bass.
CASEL. (2020). CASEL’s SEL framework: What are the core competencies and key settings? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/wp-content/uploads/2020/10/CASEL-Framework-Equity-Updated.pdf
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Middleton, J. A., Jansen, A., & Goldin, G. A. (2015). Motivation and disposition: Pathways to learning mathematics. Information Age Publishing.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.

Authors

• Rista Plate, Collaborative for Academic, Social, and Emotional Learning

• Heather Schwartz, CASEL