Math learning gains did not differ between the Mindful and Cognitive conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

In Rief et al. (2026), seventh graders practised algebra in the "Math with Matt" tutoring system. The Mindful version added an LLM-based mindful chat, in which the pedagogical agent Matt gave context-sensitive emotional support, and mindful (not only evaluative) feedback and hint messages; the Cognitive version gave cognitive support only.

Subclaims¶

q3 i? Both conditions improved from pretest to posttest with no group or interaction effect. → Rief 2026

Evidence¶

Rief 2026¶

Rief, V., Hladký, M., Yoo, M., Heel, S., Sato, S., Nagashima, T. (2026). Beyond Problem Solving: Large Language Models for Emotional and Reflective Support in Mathematics Learning. https://arxiv.org/abs/2609.02611 doi:10.48550/arxiv.2609.02611

q3 · i? · causal · r2

Pre/post algebra scores in the 42-student classroom experiment: Cognitive rose from M=4.38 to 5.33 and Mindful from M=4.39 to 4.72; the mixed-effect model found no group or interaction effect, so the improvement did not depend on condition.

"the Cognitive condition increased fromM=4.38 (SD=2.06) toM=5.33 (SD=2.08) and the Mindful condition fromM=4.39 (SD=1.72) toM=4.72 (SD=1.93)."

Discussion¶

Related Claims¶

• The mindfulness interventions did not significantly change anticipatory or executive state-MA relative to cognitive support alone — related
• Using the ITS reduced executive state-math anxiety and improved algebra learning across conditions — related