A case study of teaching practices that promote mathematical wellbeing for elementary students in the United States

Abstrakti

Student wellbeing has become increasingly important over the last several decades, as students face growing challenges to their mental and emotional health. Mathematical wellbeing (MWB), the focus of this study, is particularly significant because negative experiences in mathematics can influence students’ overall wellbeing and academic achievement. The present study explores teaching practices that promote wellbeing in mathematics classrooms in the United States. Using a case study design, we collaborated with an exceptional elementary teacher (Ms. G) and tracked 24 students in her classroom over four months to understand their perspectives on teaching practices that enhance MWB. Survey results showed that students’ MWB grew over time in Ms. G’s classrooms. Through interviewing students at two time points, we identified six teaching practices that students reported as supporting various aspects of their MWB. These teaching practices include standing up at vertical whiteboards, working in random groups, interesting tasks, between-group movement, math games, and incentives. The findings provide empirical support for teaching practices that may foster MWB in the United States. Future research should examine teaching practices that promote MWB across diverse contexts and cultures.