DECREASING MATHEMATICS ANXIETY AND IMPROVING MATHEMATICS ENGAGEMENT IN ELEMENTARY CHILDREN DURING OUT-OF-SCHOOL-TIME WITH THE NAVIGATING NUMBERS INTERVENTION
Johns Hopkins University
Elementary school children from low-socioeconomic backgrounds have historically demonstrated low proficiency in mathematics. The following research study examines the causes of low mathematics proficiency among students from low-socioeconomic backgrounds, describes a needs assessment study that was conducted to understand the mathematics needs of students at two Baltimore City youth centers, and then describes an intervention that was designed to reduce mathematics anxiety and increase mathematics engagement. Children from one Baltimore City youth center in grades 3, 4, and 5 participated in an intervention that used mindfulness exercises and computer-aided instruction to decrease mathematics anxiety and increase mathematics engagement respectively. After the intervention, quantitative and qualitative data were analyzed to evaluate the results. The blended results from both data sets suggested neither any decreases in mathematics anxiety nor any increases in mathematics engagement.
Mathematics, mathematics anxiety, mathematics engagement, elementary school students, out of school time, OST, computer aided instruction, mindfulness, anxiety, engagement