Exploring the Co-Occurrence of Social-Emotional Learning and Mathematical Learning

• In Event: Research in Mathematics Education Poster Session

Abstract

Long-term engagement with an elementary school employing a social-emotional learning curriculum lead me to explore areas of overlap between practices espoused by SEL programs and equitable mathematics teaching practices. This qualitative case study draws on two years of observation data collected from a single participant to identify and describe instructional activities that provide opportunities for social-emotional learning (SEL) and mathematical learning (ML). Findings reveal that linking small-group work to whole class discussion through presentation of student work generated rich opportunities for supporting SEL and ML. The findings are significant because they show it is possible to blend SEL and ML using techniques and instructional strategies that some teachers already use.

Author

• Sara Gartland, University of Delaware