Cogenerated Understandings of Mindfulness-Based Breathing in Elementary Mathematics Classrooms

Autor/inn/en	Higgins, Joanna; Eden, Raewyn
Titel	Cogenerated Understandings of Mindfulness-Based Breathing in Elementary Mathematics Classrooms
Quelle	In: Journal of Educational Research, 111 (2018) 6, S.678-689 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higgins, Joanna) ORCID (Eden, Raewyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1396438
Schlagwörter	Metacognition; Elementary School Students; Mathematics Instruction; Teaching Methods; Relaxation Training; Classroom Environment; Classroom Communication; Dialogs (Language); Intervention; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Entspannungstraining; Klassenklima; Unterrichtsklima; Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Neuseeland
Abstract	Bringing an awareness of emotions to the fore through mindfulness-based breathing and providing a space to discuss them is a way of promoting teacher and student agency in collectively developing structures specific to their learning environment. The authors explore students', teachers', and researchers' collective sensemaking through cogenerative dialoguing (cogen) about a mindfulness-based breathing practice at the start of mathematics lessons in an elementary classroom. They found that the power of cogen as hybridized space enabled the generation of collective understanding and the potential for all cogen participants to become engaged in an authentic and transformative way in discussing classroom life. The authors argue that the mindfulness-based breathing practice itself acted as a heuristic for thinking about learning environments and, during the reflexive process of thinking about the breathing practice, new forms of classroom culture unfolded both expanding classroom structures and the practice itself, and laying bare otherwise taken-for-granted practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01