Publication Date
2026
Document Type
Conference Proceeding
Abstract
This study examines how a mathematics instructor cultivated a positive learning environment in a synchronous online course for 23 preservice teachers. Guided by self-determination theory, growth mindset, and mathematical caring, the course integrated high-cognitive-demand tasks, collaborative problem solving, flexible policies, and motivational supports. Data sources included reflection logs (Likert-scale items and open-ended responses) and a focus group; the instructor’s reflexive self-study informed result interpretation. Wilcoxon signed-rank tests indicated significant gains in students’ sense of inclusion and trust, though some instructor- related ratings declined late in the semester. Qualitative findings emphasized students’ appreciation for flexibility, encouragement, and growth-oriented feedback. Despite time and technological pressures, participants described the environment as supportive and motivating.
Recommended Citation
Lim, K. H., & Sotelo, H. Y. (2026). Creating a positive learning environment in a math course for preservice teachers. In K. R. Leatham, B. E. Peterson, D. K. Siebert, & D. Teuscher (Eds.), Proceedings of the forty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 921-928). Brigham Young University.
Publication Title
Proceedings of the forty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education