A Set of Equitable Mathematics Teaching Practices That Respond to Students’ Emotions

• In Event: New Frameworks, Methods, and Teaching Strategies for Understanding and Addressing Emotions in Mathematics Classrooms

Abstract

Purpose

We argue that a set of equitable mathematics practices (Anonymous Rubrics [AR]) responds to students’ emotions in ways that support them to develop positive emotional relationships with mathematics. We draw on data from studies of a coaching model grounded in the AR (AR Coaching) to demonstrate how these practices are emotionally responsive.

Perspectives

We focus on two AR practices: 1) positioning students as competent, and 2) proactively and reactively supporting a nurturing environment (Author, 2022). These practices are grounded in the assumption that instruction must support students’ development of positive emotional relationships with mathematics, especially for those pushed to the margins (Martin, 2000). Attending to students’ emotional needs is central to culturally responsive approaches that support students to bring their whole selves to the classroom (Ladson-Billings, 1995; Gutiérrez, 2018). It is also crucial that teachers are prepared to make space for students’ emotions in these ways.

Data and Methods

Data comes from the AR Coaching study, which investigated the model’s impacts on teacher and student outcomes (Authors, 2025). To understand students’ perspectives of AR practices, we conducted focus groups at four middle schools in an urban district. We coded focus group transcripts inductively and deductively, and developed themes through memoing and discussion. We also surveyed participating 4th-8th grade teachers (n=55) about their self-efficacy enacting AR practices. Teachers were randomly assigned to receive AR Coaching or “business-as-usual coaching”. We conducted a mixed ANOVA to determine whether AR Coaching impacted teachers’ self-efficacy for these practices.

Results

Among students, we find that the proactive and reactive practice creates a “safe environment” that is responsive to their emotions. One student noted, “[it feels better when] your teacher actually cares about your wellbeing and how you’re doing in class.” We also find that when teachers positioned students as competent, they felt “more confident,” “encouraged,” and “proud of themselves.” Across practices, students expressed that teachers cared about them and their ideas, which motivated them to engage in mathematics as their full selves.
Results from a mixed ANOVA indicated that pre-intervention, on scales from 0 to 100, teachers reported being confident in enacting practices related to positioning (M=79.90,sd=13.58) and proactive and reactive (M=76.50,sd=16.94). However, we find no statistically significant effects of coaching on teachers’ reported confidence enacting these practices. This may be due to small sample size or small dosage of coaching targeting each practice.

Significance

We offer practices that teachers can use to support students’ emotional needs and a model that coaches can use to support teachers to implement practices at scale. For teachers to gain confidence implementing these practices, they likely need support beyond one to two coaching cycles. Additionally, we provide an example of how researchers might investigate teachers’ learning of these practices, with a focus on their responsiveness to students’ emotions. When teachers are equipped to be emotionally responsive, we create more environments in which students feel safe taking mathematical risks and feel comfortable being themselves, thereby developing robust mathematics identities.

Authors

• Jonee Wilson, University of Virginia

• Erica Litke, University of Delaware

• Miriam Simone Leshin, University of Virginia

• Samantha Akridge, University of Delaware