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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
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Examining the Pedagogical Practices of a Teacher in a High Mathematical Wellbeing Classroom: An Exemplary Case Study
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  Data: <searchLink fieldCode="AR" term="%22Julia+L%2E+Hill%22">Julia L. Hill</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia+%28MERGA%29%22">Mathematics Education Research Group of Australasia (MERGA)</searchLink>
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  Data: 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/
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  Label: Abstract
  Group: Ab
  Data: 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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      – Text: English
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        PageCount: 8
    Subjects:
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Educational Practices
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Mathematics Anxiety
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      – SubjectFull: Mathematics
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      – SubjectFull: Student Welfare
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Classroom Environment
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      – TitleFull: Examining the Pedagogical Practices of a Teacher in a High Mathematical Wellbeing Classroom: An Exemplary Case Study
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