Examining the Pedagogical Practices of a Teacher in a High Mathematical Wellbeing Classroom: An Exemplary Case Study
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| Title: | Examining the Pedagogical Practices of a Teacher in a High Mathematical Wellbeing Classroom: An Exemplary Case Study |
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| Language: | English |
| Authors: | Julia L. Hill, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Grade 4, Elementary School Teachers, Mathematics Education, Case Studies, Educational Practices, Teaching Styles, Student Attitudes, Mathematics Anxiety, Mathematics, Positive Attitudes, Negative Attitudes, Student Welfare, Teacher Characteristics, Classroom Environment |
| Abstract: | This study advances mathematical wellbeing (MWB) research by mapping specific pedagogical practices associated with high class-level MWB. Through examining a Year 5 classroom demonstrating high MWB in a sample of 350 classes (4137 students; 160 teachers), the analysis revealed five key pedagogical practices: substantive conversations, challenging tasks, high expectations, social norms, and mathematical practices. The teacher emphasised student-centred and collaborative approaches while minimising teacher-directed instruction. These findings highlight ways to create enabling classroom environments where students can thrive mathematically. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676443 |
| Database: | ERIC |
| Abstract: | This study advances mathematical wellbeing (MWB) research by mapping specific pedagogical practices associated with high class-level MWB. Through examining a Year 5 classroom demonstrating high MWB in a sample of 350 classes (4137 students; 160 teachers), the analysis revealed five key pedagogical practices: substantive conversations, challenging tasks, high expectations, social norms, and mathematical practices. The teacher emphasised student-centred and collaborative approaches while minimising teacher-directed instruction. These findings highlight ways to create enabling classroom environments where students can thrive mathematically. |
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