Embedding Social Emotional Learning in Mathematics Education for Teachers

• In Event: Roundtable Session 50
  In Roundtable Session: Considering Teachers’ Beliefs and Teachers’ Attitudes About Social and Emotional Learning: Correlates and Consequences

Abstract

In this study, we describe a unique attempt to embed social emotional learning skills into the content of a preservice mathematics methods course. Within the context of developing candidates’ subject specific pedagogical content knowledge, course activities designed to embed social emotional learning (SEL) skills were implemented and assessed. Case analyses and simulations were used as both learning exercises and an assessment tool. Initial results indicate social emotional learning skills can be taught in the context of preservice mathematics education, but using these skills in simulated classroom situations continues to present challenges to candidates both in terms of their mathematical knowledge for teaching and their ability to enact SEL behaviors in the classroom.

Author

• Patricia E. Swanson, San José State University