Cultivating mindfulness through conditional tasks in mathematics classrooms
Author:
Funder
Siheung-si, Gyeonggi-do
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10649-024-10323-7.pdf
Reference59 articles.
1. Anglin, L. P., Pirson, M., & Langer, E. (2008). Mindful learning: A moderator of gender differences in mathematics performance. Journal of Adult Development, 15, 132–139.
2. Baas, M., Nevicka, B., & Velden, F. S. T. (2020). When paying attention pays off: The mindfulness skill act with awareness promotes creative idea generation in groups. European Journal of Work and Organizational Psychology, 29(4), 619–632. https://doi.org/10.1080/1359432X.2020.1727889
3. Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2016). Leveraging structure: Logical necessity in the context of integer arithmetic. Mathematical Thinking and Learning, 18(3), 209–232. https://doi.org/10.1080/10986065.2016.1183091
4. Blanca, M. J., Arnau, J., García-Castro, F. J., Alarcón, R., & Bono, R. (2023). Non-normal data in repeated measures ANOVA: Impact on type I error and power. Psicothema, 35(1), 21–29. https://doi.org/10.7334/psicothema2022.292
5. Bodner, T. (2000). On the assessment of individual differences in mindful information processing: A thesis. Harvard University, Cambridge, MA.
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