$A vibrant and engaging math classroom scene.$

Cracking the Classroom Code: What Makes a 'Good' Math Class?

Mira Elwood in Mind & Education August 2025 • 3 min read.

"New research reveals how teaching styles and student perceptions intertwine to shape effective math education."

What truly makes a math class 'good'? Is it the teacher's dynamic personality, the innovative teaching methods, or something else entirely? For years, educators and researchers have sought to unlock the secrets of effective math education, recognizing that classroom interactions play a pivotal role in student learning.

A groundbreaking study from Chile offers new insights into this complex equation. Researchers delved into math classrooms in schools demonstrating consistent improvement, comparing them with classrooms in schools without such progress. By analyzing teacher-student interactions and gathering student perspectives, they've identified key differences that set these classrooms apart.

This article unpacks the study's findings, exploring how pedagogical approaches and student perceptions intertwine to create a conducive learning environment. We'll examine the specific elements that contribute to a 'good' math class, offering actionable insights for educators, parents, and anyone passionate about improving math education.

Decoding Classroom Dynamics: The Chilean Study

A vibrant and engaging math classroom scene.

The Chilean study employed a mixed-methods approach to gain a comprehensive understanding of classroom dynamics. Researchers used the Classroom Assessment Scoring System (CLASS), an international protocol for standardized observation, to evaluate teacher-student interactions. Additionally, they analyzed student drawings of their math classes to capture their perceptions of the learning environment.

This dual approach provided a rich dataset, allowing researchers to compare classrooms in schools with improving trajectories to those without. The study focused on schools across various improvement categories, providing a broad representation of the Chilean educational system. Key areas of focus included:

Emotional Support: Assessing the emotional connection between teachers and students, teacher sensitivity, and consideration for student perspectives.
Classroom Organization: Evaluating behavior management, productivity, and the overall classroom climate.
Pedagogical Support: Analyzing instructional formats, content understanding, analysis and inquiry, quality of feedback, and instructional dialogue.

By comparing these factors across different classrooms, the study revealed significant differences in teaching practices and student experiences.

The Path Forward: Cultivating Effective Math Classrooms

The Chilean study offers valuable insights into the characteristics of effective math classrooms. By understanding the interplay between teacher interactions and student perceptions, educators can create more engaging and conducive learning environments. While the study highlights the importance of structured and teacher-centered approaches, it also suggests that incorporating more student-led activities and collaborative projects can further enhance learning outcomes. The key lies in finding a balance that caters to the unique needs of each classroom, empowering students to become active participants in their own mathematical journey.

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Everything You Need To Know

What specific elements did the Chilean study focus on to identify characteristics of effective math classrooms?

The Chilean study, aiming to understand the dynamics of successful math classrooms, focused on several key elements. It utilized the Classroom Assessment Scoring System (CLASS) to evaluate teacher-student interactions. The study specifically examined Emotional Support, assessing the connection between teachers and students, teacher sensitivity, and consideration for student perspectives. It also considered Classroom Organization, evaluating behavior management, productivity, and the overall classroom climate. Furthermore, Pedagogical Support was analyzed, looking at instructional formats, content understanding, analysis and inquiry, quality of feedback, and instructional dialogue. These factors were compared across different classrooms to reveal significant differences in teaching practices and student experiences.

How did the Chilean study's mixed-methods approach contribute to understanding effective math education?

The Chilean study's mixed-methods approach was crucial for a comprehensive understanding of effective math education. It combined the use of the Classroom Assessment Scoring System (CLASS), an international protocol, to observe and evaluate teacher-student interactions with an analysis of student drawings of their math classes to capture their perceptions. This dual approach provided a rich and multifaceted dataset. CLASS provided standardized observations of classroom dynamics, while student drawings offered unique insights into the student's perspective of the learning environment. By combining these methods, researchers could correlate objective measures of teaching practices with subjective experiences of students, leading to a deeper understanding of the factors contributing to a 'good' math class.

What is the significance of Emotional Support in creating a 'good' math class, as identified by the Chilean study?

Emotional Support, as identified by the Chilean study, is critical in fostering a 'good' math class. It focuses on the emotional connection between teachers and students, teacher sensitivity, and consideration for student perspectives. When teachers provide emotional support, students feel safer, more valued, and more willing to take risks in their learning. This can lead to improved engagement, better participation, and a more positive classroom environment. Teachers who understand and respond to their students' emotional needs create an environment where students are more likely to succeed in mathematics, promoting not just knowledge but also a positive attitude toward the subject.

Beyond structured approaches, what does the Chilean study suggest about incorporating student-led activities in math classrooms?

The Chilean study suggests that while structured and teacher-centered approaches are important, incorporating more student-led activities and collaborative projects can further enhance learning outcomes. This approach recognizes that a blend of teaching styles is beneficial. By including student-led activities, students can take ownership of their learning, develop critical thinking and problem-solving skills, and enhance their engagement with mathematical concepts. Collaboration also allows students to learn from each other, discuss different approaches, and build a sense of community within the classroom. The study indicates that finding the right balance between teacher-led instruction and student-led activities is key to creating an effective and engaging math learning environment.

How can educators, parents, and others use the findings of the Chilean study to improve math education?

The findings of the Chilean study provide actionable insights for educators, parents, and anyone passionate about improving math education. Educators can use the study's findings to evaluate their teaching practices, focusing on areas like Emotional Support, Classroom Organization, and Pedagogical Support. They can use the Classroom Assessment Scoring System (CLASS) to assess interactions and make adjustments as needed. Parents can use the study's insights to understand what makes a math class effective and what to look for when communicating with teachers about their child's math education. Both parents and educators can advocate for teaching environments that balance teacher-led instruction with student-led activities and collaborative projects, promoting a holistic approach to learning. By understanding the interplay between teacher interactions and student perceptions, all stakeholders can contribute to creating more engaging and conducive learning environments.