The Emotionally Responsive Elementary Mathematics (EREM) Model: A Framework for Integrating Social and Emotional Learning into Elementary Mathematics Instruction

In this paper, we present the Emotionally Responsive Elementary Mathematics (EREM) Model, a mathematics-specific model which integrates the unique emotional landscape of elementary mathematics teaching and learning with evidence-based social and emotional learning practices to support teachers and students alike during mathematics learning opportunities. Specifically, the EREM Model illustrates the multiple dynamic ways elementary teachers' and students' emotions and emotion-relevant experiences can surface during mathematics learning opportunities to influence students' mathematics engagement. The EREM Model also highlights opportunities for leveraging emotions to support student engagement during mathematics learning opportunities, namely by the teachers' real-time modeling of emotion regulation strategies during mathematics lessons, as well as by their intentional efforts to interrupt the transmission of unproductive negative emotions, encourage the transmission of positive emotions, and reframe and direct productive negative emotions for mathematics. We provide a detailed account of the theories and frameworks that inform the EREM Model and explain how it builds on the fields' knowledge and conceptualization of the roles of emotions in mathematics teaching and learning. Finally, we discuss how the EREM Model can be meaningfully applied in future research, policy, and practice.