Fostering Community through Contemplative Pedagogy: The Case of a Mandatory Post-Secondary Mathematics Course

• In Event: Innovative Mixed Methods Research Practices in Mathematics Education Contexts

Abstract

In keeping with the AERA 2026 theme, Unforgetting Histories and Imagining Futures: Constructing a New Vision for Education Research, this research explored contemplative pedagogy that fostered community-building and belonging in the classroom. By responding to the increased stress levels emerging from the inequities and imbalances in society, this research engaged in a process of self-reflection, compassion, and storytelling to research challenging contexts. To unforget one’s mathematical history and imagine a better future, this research recognized the positive impacts of contemplative pedagogy. Contemplative pedagogy can provide safe spaces to observe, to be vulnerable together, to become aware, and to reflect on the self and the larger scope of society (Berila, 2016; Burack, 2014; Magee, 2019).
More than 90% of post-secondary students suffer from math anxiety (Beilock, 2020). Specifically, math anxiety affects many people resulting in poor math performance (Chang & Beilock, 2016; Choe et al., 2019; Hembree, 1990; Ma, 1999; Namkung et al., 2019; Shishigu, 2018; Sonnert et al., 2020). In others, math anxiety leads to the avoidance of fields of study and careers, which involve mathematics (Ashcraft, 2002; Choe et al., 2019; Hembree, 1990; Perry, 2004;). By decreasing math anxiety, life chances can be improved for students of all backgrounds.
To answer the research question, How can contemplative pedagogy support a mandatory post-secondary mathematics course? a convergent mixed methods study was undertaken over the course of a term in two sections of a first-year mandatory mathematics course. One of the sections became the intervention section, where contemplative pedagogy was included after the first test in the course.
To evaluate the effectiveness of the intervention, data collection included: 1) A personal narrative; 2) The completion of two pre- and post-tests: the Five Facet Mindfulness Questionnaire (Baer et al., 2006) and the Math Anxiety Rating Scale (Alexander & Martray, 1989); 3) Course grades; 4) Researcher field notes; and 5) Individual semi-structured interviews.
Based on the analyzed quantitative data, contemplative pedagogy did decrease perceived math anxiety, increase math performance and final exam grades for the intervention section. The themes of the individual semi-structured interviews (intervention) resulted in changing frameworks of thinking, recognizing external changes, and becoming aware of internal and external changes.
Respecting AERA 2026’s theme, this research responds to the need to unforget one’s history and to learn from it to imagine a better future. The stark contrast between the control and intervention groups offers a possible support to improve the attitudes, anxiety, and performance in post-secondary mandatory mathematics courses. Though contemplative pedagogy formed the intervention, making connections, having a sense of belonging, and building community were foundational to the overall transformation of the participants.

Author

• Leslie P. Shayer, Okanagan College