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The program uniquely integrates emotional support strategies into geometry instruction to raise mathematics achievement, lower math anxiety, and strengthen self-efficacy. Effectiveness is evaluated through interviews with two teachers who delivered the program, capturing insights on student progress and teacher experience. Findings indicate significant academic and emotional improvements, alongside teachers’ professional and personal growth, greater confidence, and empowerment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-opinion-about-the-effectiveness-of-a-geometry-intervention-program-integrating-emotional-support-teachers-perspective-qualitative-study/588322/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-opinion-about-the-effectiveness-of-a-geometry-intervention-program-integrating-emotional-support-teachers-perspective-qualitative-study/588322.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the geometry intervention program described in the study?","Question",{"text":112,"@type":113},"The program aims to improve students’ mathematics achievement in geometry while reducing math anxiety and increasing self-efficacy by integrating emotional support into instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the program’s effectiveness assessed?",{"text":117,"@type":113},"Effectiveness was assessed through qualitative data collected via interviews with two teachers who implemented the program.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning tools and strategies did the program use?",{"text":121,"@type":113},"It used games, movement, visual elements, computer simulations, and creative drawing tasks, alongside approaches based on multiple intelligences and emotional regulation strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588322,1792165408,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","TEACHERS' OPINION ABOUT THE EFFECTIVENESS OF A GEOMETRY INTERVENTION PROGRAM INTEGRATING EMOTIONAL SUPPORT  \nDikla POLACCO  \nAbstract: This study examines the qualitative outcomes of a geometry intervention program implemented in 2023 in an Israeli elementary school for fifth-and sixth-grade students. The program was unique in its use of emotional support strategies in geometry instruction to improve students’ mathematics achievement, reduce math anxiety, and increase their self-efficacy. To assess its effectiveness, the study collected qualitative data through interviews with two teachers who implemented the program. These interviews provided insight from the teachers’ perspectives on both students’ progress and teachers’experience. Results revealed significant academic and emotional improvements among students, including greater understanding of geometry, reduced math anxiety, and increased self-efficacy. At the same time, teachers also experienced personal and professional growth, feeling more confident and empowered while delivering the program.  \nKey words: Mathematical achievement, self-efficacy, math anxiety, emotional tools, qualitative research, case study  \n1. Introduction  \nMathematics education, and geometry in particular, poses significant challenges for many students, especially in the secondary school years. While these challenges are often approached through academic reinforcement alone, there is a growing awareness of the role of emotional factors in students’ ability to engage and succeed in mathematics. Research has consistently shown that emotional experience, such as math anxiety and low self-efficacy, is closely linked to poor academic performance and avoidance of mathematical tasks (Ashcraft et al., 2021; Hembree, 1990; Kazmagambet et al., 2020) . These emotional barriers tend to develop at a young age and significantly interfere with students’ academic trajectories.  \nResearch consistently indicates that many students in upper elementary grades develop math anxiety and diminished self-efficacy, which contribute to avoidance behaviors, limited engagement, and ultimately lower academic performance (Barroso et al., 2021; Khasawneh et al., 2021; Levpušček, 2014; Pellizzoni et al., 2022; Živković et al., 2022) . These challenges have been compounded by recent global disruptions, including the COVID-19 pandemic and ongoing geopolitical conflicts, particularly in regions such as Israel, which have intensified emotional stress among students and underscored the need for educational programs that combine emotional and academic support (Hasson-Ohayon & Horesh, 2024; Levi-Belz et al., 2024; Sagi & Gilat, 2024) . The geometry intervention program used a variety of tools such as games, movement, and visual elements to increase motivation, support active learning, and make geometry more accessible and enjoyable for students. Mental exercises and games were key components, integrated before, during, and after instruction to improve cognitive skills, retention, knowledge retrieval, and emotional engagement (Moore et al., 2022; Zsoldos-Marchis, 2020) . These tools encouraged active participation, created a positive classroom atmosphere, and helped develop deeper mathematical thinking (Baranyai et al., 2019; Zsoldos-Marchis, 2020; Zsoldos-Marchis & Hari, 2020) . Visual literacy was another key component, with graphics, diagrams, charts, and illustrations used to simplify abstract geometric concepts and  \nenhance student understanding (Dondis et al., 1974; Magdaș, 2017; Marchiș, 2013) . Visual tools not only supported logical and concrete thinking but also reduced negative emotions and strengthened communication (Botha et al., 2019; Brackett, 2022; Eutsler, 2021; Katranci & Şengül, 2019) .  \nIn addition to play and visual elements, the program incorporated movement-based activities, computer simulations, and creative drawing tasks on whiteboards and notebooks, all of which helped students grasp complex ideas through diffe","cbCainZIHeBHmu88","https://ap.wps.com/l/cbCainZIHeBHmu88","pdf",385513,16,"English","# Introduction\n## Emotional factors in mathematics learning\n## Design of the geometry intervention program\n## Clarity, structure, and implementation guidance\n## Emotional support tools and expected student outcomes","[{\"question\":\"What is the purpose of the geometry intervention program described in the study?\",\"answer\":\"The program aims to improve students’ mathematics achievement in geometry while reducing math anxiety and increasing self-efficacy by integrating emotional support into instruction.\"},{\"question\":\"How was the program’s effectiveness assessed?\",\"answer\":\"Effectiveness was assessed through qualitative data collected via interviews with two teachers who implemented the program.\"},{\"question\":\"What learning tools and strategies did the program use?\",\"answer\":\"It used games, movement, visual elements, computer simulations, and creative drawing tasks, alongside approaches based on multiple intelligences and emotional regulation strategies.\"}]","TEACHERS' OPINION ABOUT THE EFFECTIVENESS OF A GEOMETRY INTERVENTION PROGRAM INTEGRATING EMOTIONAL SUPPORT - teachers’ perspective qualitative study | PDF",1792065012]