Hecht, AllisonBowman, ChristinaPruitt, Mercedes2021-05-032021-05-032021-05-01http://hdl.handle.net/11603/21436The purpose of this study was to determine if reduction of math anxiety through an art-related therapeutic session would improve accuracy on a math-based assessment among eighth grade students. Previous research demonstrates that consistently used mindfulness activities that involve the arts have been successful in alleviating anxiety and improving assessment scores; however, teachers often lack time to complete mindfulness activities. Eighth grade math students were administered pre and post assessments of basic math facts in a virtual environment due to COVID-19 closures. After baseline data was collected, the experimental group (n = 19) was provided a 5-minute free draw art session prior to administration of the post assessment; the control group (n = 13) received a 5-minute return to school safety presentation. The mean score on the post-assessment was not significantly different between the children in the control group (Mean = 78.54, SD = 23.97) and the children in the experimental group (Mean = 71.68, SD = 21.82) [t(30) = 0.84, p = .41]. There was no significant evidence in this study that a one session art therapeutic improved assessments scores by reducing math-related anxiety. Further studies should consider changes in physical environment, types of art (free draw, specify drawing, color, complex designs), and frequency of intervention.34 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.mathematicsmath anxietyanxietyartart therapymiddle schoolmindfulnessEducation -- Research papers (Graduate).Text