Development And Pilot Testing of An Intervention Program For Teaching Geometry With Emotional Support

Mathematics is a fundamental academic discipline that underlies many real-life intellectual skills and abilities. Despite its importance, many students experience difficulties, especially anxiety and low self-efficacy, which hinder their achievement and involvement in mathematics. This study aims to develop an intervention program that addresses emotional challenges in mathematics, especially in learning geometry, for 5th-6th grade students. This intervention program was tested in a 6th grade classroom in a pilot experiment for evaluating its effect and finding eventual aspects to be adjusted for an intervention on a larger scale. The results show that the intervention program has a significant effect on reducing mathematics anxiety and increasing achievement in geometry. Based on the observation of the researcher some adjustments to the program are made, which are presented in the paper.