MINDFUL MATH: THE DEVELOPMENT OF A MINDFULNESS-BASED INTERVENTION FOR MATHEMATICS ANXIETY IN A COLLEGIATE SAMPLE

Mathematics anxiety is characterized as a fear or nervousness surrounding mathematics (Richardson & Suinn, 1972), and over 50% of adults suffer from it (Hart & Ganley, 2019). High levels of mathematics anxiety are associated with lower mathematics achievement (Betz, 1978), and have predicted avoidance of – and lower performance scores in – mathematics courses in college (Daker et al., 2021). Theories that describe mathematics anxiety’s mechanisms for affecting performance propose the idea that negative rumination during mathematics-related situations causes a lack of processing capabilities and working memory capacity, which are essential to mathematics problem-solving (Ashcraft & Kirk, 2001). This study considers the potential for a clinically informed mindfulness intervention, designed to increase processing capabilities, to change the relationship between high mathematics anxiety and mathematics performance. The study explores the experiences of eight participants who completed a novel six-week clinically informed mindfulness intervention with the purpose of lessening trait mathematics anxiety, using single case experimental design. The results of the intervention revealed a general increase in mindfulness and decrease in trait mathematics anxiety in the experimental group, though results are not conclusive. The study adds to the literature on interdisciplinary interventions for mathematics, and provides support for targeting mathematics anxiety with mindfulness.