The efficiency of tutoring programs based on meditation in alleviating mathematics anxiety in primary school
The efficiency of tutoring programs based on meditation in alleviating mathematics anxiety in primary school

Summary/Abstract: Starting from the negative effects of anxiety about mathematics on students' mathematical performance, the article presents the most effective teaching methods designed and tested in the classroom in order to alleviate anxiety about mathematics. We will resort to a theoretical synthesis of cognitive tutoring programs based on the practice of mathematical skills in a systematic and organized way, based on training. We will analyze the typology of the cognitive tutoring programs developed and tested in the classroom in the last decades. We will define three categories of cognitive tutoring programs, depending on the tutor involved in the training sessions. We will present the efficiency and the limitations of each type of program in part by delimiting the purpose, methods and procedures agreed by each model. Summarizing the efficiency of cognitive tutoring programs, we will delineate and support through practical arguments the efficiency of meditation sessions based on one-to-one guidance and training following the model developed by Fuchs et al. (2008) and tested by Supekar et al. (2015) by creative and innovative game-based methods. We will refer to new practical interventions based on cognitive tutoring programs in order to promote the mechanisms of improvement of mathematical anxiety in children in the primary classes, starting from the premise that repeated exposure to mathematical stimuli and adequate training can lead to the improvement of anxiety towards mathematics and to increase the school performance in mathematical discipline in primary school children.

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