Evaluating the impact of contemplative pedagogy on mathematics anxiety in a mandatory post-secondary mathematics course
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Bleak attitudes surrounding mathematics as well as mathematics anxiety (negative emotional or physiological responses to mathematics), erect barriers and diminish life chances for many. Using a convergent mixed method design, this study investigated how contemplative pedagogy could support mandatory post-secondary mathematics courses. Two sections of the same course formed the sample, where the intervention incorporated contemplative pedagogy. The triangulation of the mixed methods data – qualitative (researcher field notes, math origin stories, and semi-structured interviews) and quantitative (pre- and post-questionnaires and course grades) – concluded that the use of contemplative pedagogy was a viable intervention to reduce mathematics anxiety, diminish mathematics avoidance, improve mathematics attitudes, and increase mathematics performance. Results further indicated that contemplative pedagogy fostered the building of community and initiated positive transformations.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it