Examining the Pedagogical Practices of a Teacher in a High Mathematical Wellbeing Classroom: An Exemplary Case Study

<p dir="ltr">This study advances mathematical wellbeing (MWB) research by mapping specific pedagogical practices associated with high class-level MWB. Through examining a Year 5 classroom demonstrating high MWB in a sample of 350 classes (4137 students; 160 teachers), the analysis revealed five key pedagogical practices: substantive conversations, challenging tasks, high expectations, social norms, and mathematical practices. The teacher emphasised student-centred and collaborative approaches while minimising teacher-directed instruction. These findings highlight ways to create enabling classroom environments where students can thrive mathematically</p>