It has been a fulfilling experience to work on my Inquiry 1 project, "The Best Way to Successfully Structure and Teach a Secondary Math Classroom." Although I was unable to present in person, it was an insightful experience nonetheless. Through analyzing research-based techniques and considering actual observations, I've developed a better grasp of what makes an effective and equitable math classroom. I was able to connect theoretical frameworks with effective teaching techniques that I had seen and tried during my practicum thanks to this project and task.
Through my research, I found that building a math classroom goes beyond lesson planning; it involves purposeful decisions that enhance student thinking, cooperation, and agency. Liljedahl's (2020) non-permanent vertical surfaces illustrated to me how tools and physical space influence math confidence and student relationships. I was reminded by Boaler's (2015) growth mindset approach that resilience and deeper learning can only be fostered in an atmosphere where errors are accepted. Hattie's (2017) research-based methods highlighted the value of goal-setting and unambiguous feedback in maintaining students motivation and concentration.
The process of building my annotated bibliography helped me refine my focus. Initially, I expected my research to center around classroom routines and discipline. However, I was led in a new direction toward fostering deep mathematical understanding through rich tasks and real-world applications, as highlighted in Kaiser and Sriraman’s (2006) work on mathematical modeling. Observing classrooms and engaging in discussions with mentor teachers made these strategies tangible and emphasized their impact.
One of the most unexpected insights came from my reflections on student agency and participation. Reading Langer-Osuna and Esmonde (2017) helped me realize that structuring group work isn’t just about assigning tasks—it’s about creating spaces where students feel they have mathematical authority. Additionally, I hadn’t anticipated how much productive struggle (Foster, 2017) would influence my thinking. Watching students persist through rich tasks during my practicum showed me how crucial struggle is to learning, provided I scaffold appropriately. It’s a delicate balance, but one I’m excited to improve upon.
I’d also like to explore the role of formative assessment and feedback in supporting productive struggle and collaboration. My curiosity leads me to wonder, what are effective strategies for balancing group work and individual accountability in a Thinking Classroom? My interest and curiosity now guide me toward refining my practice, particularly in implementing real-world tasks and fostering environments where all students can see themselves as mathematicians. My take-home message is that I now understand that equity in the classroom goes hand-in-hand with structure: the ways I form groups, pose questions, and facilitate discussions all shape who feels “seen” and capable in math. I look forward to diving deeper in Inquiry 2, exploring strategies to bring these ideas to life in ways that are meaningful for both me as an educator and the students I hope to inspire.
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