Teaching Practices that Promote Mathematical Wellbeing in Elementary Learners

• In Event: Perspectives on Student Belonging and Humanization in Mathematics Classrooms

Abstract

Although interest in mathematical wellbeing (MWB) is growing, few qualitative studies have examined students’ classroom experiences, particularly in U.S. contexts. This multi-method longitudinal study addresses that gap by exploring teaching practices that promote MWB among 24 elementary students in a U.S. classroom. Over one year, students identified five teaching practices linked to increased MWB: (1) math games; (2) random groups; (3) interesting tasks; (4) standing at whiteboards; (5) between-group movement. However, longitudinal analysis showed temporal instability for the effectiveness of some practices. The findings offer a set of design specifications for fostering MWB in elementary settings, providing a foundation that can be tested and modified with diverse populations in future research.

Authors

• Tye Campbell, Utah State University

• Erin Rich, Indiana University

• Sehrish Jabeen, Utah State University

• Melissa S. Barker, Utah State University

• Mindy Green, Revere School