Engaging With Mathematics: Exploring Different Learning Environments at the Elementary School Level

Hua Ran, Walter G. Secada, Uma Gadge and Denghui Liu
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Hua Ran: Education Department, Jiangnan University, China
Walter G. Secada: Teaching and Learning Department, University of Miami, USA
Uma Gadge: Teaching and Learning Department, University of Miami, USA
Denghui Liu: Education Department, Jiangnan University, China

Social Inclusion, 2026, vol. 14

Abstract: This article examines the “effectiveness” of school‐level mathematics and explores how teachers’ instruction, within classrooms, contributes to an effective learning. By using multiple data sources, including classroom observations and teacher interviews, we found that students from “effective schools” receive more intellectual support than students in “typical schools” and benefit from better learning environments overall. We also found that the overall intellectual quality differs as per students’ ability level, favoring students of “lower ability” when they are enrolled in effective schools. Teacher interviews suggest that teachers from effective schools tend to hold higher expectations for low‐ability students than in typical schools and know how to adapt to them by adopting individualized instruction to meet their learning needs.

Keywords: classroom learning environment; effective schools; elementary schools; mathematics; typical schools (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cog:socinc:v14:y:2026:a:10784

DOI: 10.17645/si.10784

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