Exploring Mindfulness-Based Breathing Practices in Elementary Mathematics Classrooms
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Abstract
This study delves into the integration of mindfulness-based breathing practices within elementary mathematics classrooms, examining their effects on student engagement, academic performance, and emotional well-being. The research investigates how incorporating mindfulness techniques, specifically focused breathing exercises, can enhance the learning environment and support students in managing stress and improving focus during mathematics instruction.
The study begins with a review of existing literature on mindfulness in educational settings, highlighting its benefits in promoting emotional regulation, reducing anxiety, and improving cognitive functions such as attention and memory. By focusing on breathing practices, this research aims to explore a specific aspect of mindfulness that is both accessible and practical for young learners.
Methodologically, the research employs a mixed-methods approach, combining quantitative measures of academic performance with qualitative observations of classroom dynamics and student feedback. Data was collected from multiple elementary schools where mindfulness-based breathing exercises were integrated into the daily mathematics curriculum. The study examines changes in students' engagement levels, attitudes towards mathematics, and their overall well-being, as well as the teachers' perspectives on the effectiveness of these practices.
Preliminary findings suggest that mindfulness-based breathing practices have a positive impact on student engagement and performance in mathematics. Students reported feeling more focused and less anxious during math lessons, which correlated with improved problem-solving abilities and a more positive attitude towards the subject. Teachers observed enhanced classroom management and a more supportive learning environment, with students displaying increased patience and collaboration.
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