ERIC Number: EJ1378506
Record Type: Journal
Publication Date: 2023-Jul
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1387-1579
EISSN: EISSN-1573-1855
Mathematically Productive Relationships (MPRs): A Potentially Effective Classroom Management Approach
Liu, Jinqing; Francis, Dionne Cross; Lloyd, Kemol; Eker, Ayfer
Learning Environments Research, v26 n2 p573-593 Jul 2023
Positive teacher-student relationships are considered essential for effective classroom management. Thus, focusing efforts to understand better and strengthen teacher-student relationships in order to improve student outcome metrics is prudent. This study examined seven elementary teachers' descriptions and enactment of mathematically productive relationships (MPRs), a type of teacher-student relationship, and their influence on classroom management practices. Teachers' descriptions of MPRs incorporated four themes: (a) creating safe, mistake-friendly environments, (b) developing trust and respect between the teacher and the students, (c) establishing and maintaining clear and high expectations, and (d) ensuring that classrooms remain safe spaces. However, these features did not always appear in the teachers' classrooms. The enactment of MPRs varied across cases, with the participants' classroom management priorities lying along a continuum from behavioural management to cognitive engagement. Implications of MPRs and the influence of different classroom management practices on students' learning opportunities are discussed.
Descriptors: Mathematics Education, Classroom Techniques, Teacher Student Relationship, Elementary School Teachers, Teaching Methods, Educational Environment, Trust (Psychology), Teacher Expectations of Students
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: J2216C0462