Presentation Session I

This study explored how social-emotional learning (SEL)–based math activities influenced first-grade students’ attitudes toward and engagement in mathematics. Using a qualitative action research approach, students participated in math-related activities intentionally designed to integrate SEL strategies. These activities incorporated key SEL skills, including teamwork, self-management, and social awareness, and were implemented for approximately 10–15 minutes during each small-group session. Data were collected to examine students’ attitudes and perspectives toward math before and after participating in these SEL-based learning experiences.