BPT1501
Assignment 6
DUE: 30 September 2025
, ASSESSMENT 6
ASSIGNMENT BRIEF: Designing an Educational Intervention
Total Marks: 30
Submission Format: Choose ONE of the TWO options provided
Option 1: Written Narrative
Educational Intervention: Addressing Mathematical Anxiety in Grade 9 Algebra
Interview Context and Issue Identification
During a comprehensive interview with Ms. Sarah Thompson, a Grade 9 mathematics
teacher at Riverside Secondary School with eight years of teaching experience, a
significant challenge emerged that affects approximately 60% of her algebra students.
Ms. Thompson identified mathematical anxiety as a pervasive issue that manifests
when students encounter algebraic problem-solving, particularly when dealing with
multi-step equations and word problems.
The issue became apparent through several observable indicators: students exhibiting
physical signs of stress (sweating, fidgeting) during algebra lessons, frequent
statements like "I'm just not a math person," declining participation in class discussions,
and a notable performance gap between formative assessments and high-stakes tests.
Ms. Thompson noted that this anxiety creates a cyclical problem where fear leads to
avoidance, which results in reduced practice, ultimately confirming students' negative
self-perceptions about their mathematical abilities.
This mathematical anxiety is particularly problematic because it not only affects
immediate academic performance but also influences students' future course selections
and career aspirations. The issue is context-specific to algebra because it represents
students' first encounter with abstract mathematical thinking, where numbers are
replaced by variables and logical reasoning becomes paramount.
, Intervention Strategy: The "Mathematical Mindfulness and Metacognitive
Reflection" Program
Core Components of the Intervention
The proposed intervention is a six-week structured program that combines mindfulness
techniques with metacognitive reflection strategies, specifically designed to address
mathematical anxiety while simultaneously building algebraic competence. This
intervention operates on the principle that addressing both the emotional and cognitive
aspects of learning mathematics is essential for sustainable improvement.
Week 1-2: Foundation Building Students begin each algebra lesson with a five-minute
mindfulness exercise focused on breathing techniques and positive self-talk. During this
phase, students learn to recognize their anxiety triggers and develop awareness of their
emotional responses to mathematical challenges. Concurrently, they engage in
collaborative problem-solving activities using manipulatives and visual representations
to build concrete understanding before transitioning to abstract algebraic notation.
Week 3-4: Metacognitive Development Students maintain "Mathematical Thinking
Journals" where they document their problem-solving processes, emotional responses,
and learning insights. Each entry includes three components: "What I tried," "How I felt,"
and "What I learned." Teachers provide structured reflection prompts that guide
students to analyze their thinking patterns and identify successful strategies. Group
discussions allow students to share their approaches and realize that multiple solution
paths exist.
Week 5-6: Integration and Application Students apply their mindfulness and
metacognitive skills to increasingly complex algebraic problems. They engage in peer
tutoring activities where they explain their problem-solving processes to classmates,
reinforcing their understanding while building confidence. The culmination involves
students creating video explanations of their favorite problem-solving strategies,
demonstrating both mathematical competence and emotional regulation.
Assignment 6
DUE: 30 September 2025
, ASSESSMENT 6
ASSIGNMENT BRIEF: Designing an Educational Intervention
Total Marks: 30
Submission Format: Choose ONE of the TWO options provided
Option 1: Written Narrative
Educational Intervention: Addressing Mathematical Anxiety in Grade 9 Algebra
Interview Context and Issue Identification
During a comprehensive interview with Ms. Sarah Thompson, a Grade 9 mathematics
teacher at Riverside Secondary School with eight years of teaching experience, a
significant challenge emerged that affects approximately 60% of her algebra students.
Ms. Thompson identified mathematical anxiety as a pervasive issue that manifests
when students encounter algebraic problem-solving, particularly when dealing with
multi-step equations and word problems.
The issue became apparent through several observable indicators: students exhibiting
physical signs of stress (sweating, fidgeting) during algebra lessons, frequent
statements like "I'm just not a math person," declining participation in class discussions,
and a notable performance gap between formative assessments and high-stakes tests.
Ms. Thompson noted that this anxiety creates a cyclical problem where fear leads to
avoidance, which results in reduced practice, ultimately confirming students' negative
self-perceptions about their mathematical abilities.
This mathematical anxiety is particularly problematic because it not only affects
immediate academic performance but also influences students' future course selections
and career aspirations. The issue is context-specific to algebra because it represents
students' first encounter with abstract mathematical thinking, where numbers are
replaced by variables and logical reasoning becomes paramount.
, Intervention Strategy: The "Mathematical Mindfulness and Metacognitive
Reflection" Program
Core Components of the Intervention
The proposed intervention is a six-week structured program that combines mindfulness
techniques with metacognitive reflection strategies, specifically designed to address
mathematical anxiety while simultaneously building algebraic competence. This
intervention operates on the principle that addressing both the emotional and cognitive
aspects of learning mathematics is essential for sustainable improvement.
Week 1-2: Foundation Building Students begin each algebra lesson with a five-minute
mindfulness exercise focused on breathing techniques and positive self-talk. During this
phase, students learn to recognize their anxiety triggers and develop awareness of their
emotional responses to mathematical challenges. Concurrently, they engage in
collaborative problem-solving activities using manipulatives and visual representations
to build concrete understanding before transitioning to abstract algebraic notation.
Week 3-4: Metacognitive Development Students maintain "Mathematical Thinking
Journals" where they document their problem-solving processes, emotional responses,
and learning insights. Each entry includes three components: "What I tried," "How I felt,"
and "What I learned." Teachers provide structured reflection prompts that guide
students to analyze their thinking patterns and identify successful strategies. Group
discussions allow students to share their approaches and realize that multiple solution
paths exist.
Week 5-6: Integration and Application Students apply their mindfulness and
metacognitive skills to increasingly complex algebraic problems. They engage in peer
tutoring activities where they explain their problem-solving processes to classmates,
reinforcing their understanding while building confidence. The culmination involves
students creating video explanations of their favorite problem-solving strategies,
demonstrating both mathematical competence and emotional regulation.
