The Benefits Of Mindfulness Practice In Mathematics Education
Author : Narinder Sharma Journa Name: International Journal of Scientific Research & Engineering Trends Volume: 12 issue: 1 Year: Volume-12-issue-1 Views : 67Mathematics education frequently confronts significant cognitive, emotional, and motivational barriers that impede student learning. Recent research suggests that mindfulness practice—the cultivation of intentional, nonjudgmental awareness of present-moment experience—can enhance learners’ academic engagement and performance. This article explores the theoretical foundations and empirical evidence connecting mindfulness to mathematics learning, examining how mindfulness influences attention, anxiety regulation, metacognition, motivation, and classroom climate. Drawing from cognitive science, educational psychology, and pedagogical practice, the article outlines practical strategies for integrating mindfulness into mathematics instruction, highlights measurable benefits, and discusses future research directions. The findings suggest that mindfulness may contribute to more resilient, reflective, and motivated mathematical learners.
Related Indexing Platform
Indexed Journal Website
Zenodo
Research Data Repository
OpenAIRE
European Open Science Infrastructure
DOI
https://doi.org/10.5281/zenodo.18811008
DOI Resolver
Global Persistent Identifier
OAI
https://abcdindex.com/Q745YUJGHTHWE77/ajax/paper_indexing_from_deng.php?verb=GetRecord&identifier=oai%3Aabcdindex.com%3Aarticle%3A62800&metadataPrefix=oai_dc
ABCDIndex OAI-PMH
Dublin Core metadata (harvesters)
GS
Search on Google Scholar
Google Scholar
Search this title on Scholar
SS
Search on Semantic Scholar
Semantic Scholar
Search this title
Lens
Search on Lens.org
Lens.org
Check citations via DOI