Evaluating the impact of contemplative pedagogy on mathematics anxiety in a mandatory post-secondary mathematics course

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.