Current mathematics education emphasizes that effective instruction should involve more than teaching students procedures and asking them to memorize steps. Students need opportunities to understand mathematical concepts, solve problems, explain their thinking, communicate with others, and make connections between mathematical ideas. The National Council of Teachers of Mathematics (NCTM, 2014) emphasizes the importance of purposeful questioning, meaningful mathematical discourse, using representations, developing conceptual understanding, and providing students with opportunities to engage in challenging mathematics. These approaches allow students to be active participants in their learning rather than simply listening to the teacher demonstrate how to complete a problem.

Another important part of mathematics education is recognizing that teachers must continually develop their own instructional knowledge and skills. Nannemann et al. (2025) examined how special education teacher-preparation programs addressed mathematics instruction and intervention. Their findings showed that although participants received preparation in mathematics instruction, the evidence-based practices included in teacher-preparation programs varied. This demonstrates why teachers need to continue learning about effective instructional practices throughout their careers. Mowbray et al. (2026) also found that professional development combined with performance feedback can help teachers improve specific mathematics instructional practices, including mathematics vocabulary instruction. As a future teacher, I want to be willing to learn, reflect, receive feedback, and make changes when something is not working for my students.

Equity is another important part of mathematics education. All students should have access to meaningful mathematics instruction, challenging content, appropriate support, and high expectations. Equity does not mean that every student receives exactly the same instruction. Instead, teachers should recognize that students have different strengths, experiences, and learning needs and provide the support or challenges necessary for them to participate successfully. I want to make sure that students who need additional support are not made to feel that mathematics is beyond their ability, while students who understand concepts quickly are given opportunities to extend their thinking.

A mathematical mindset can also help create a classroom where students feel comfortable participating in mathematics. I want my students to understand that making a mistake does not mean that they are bad at math. Instead, mistakes can help them understand what they know and what they still need to work on. I will encourage students to ask questions, explain their reasoning, try different strategies, and keep working when they encounter something difficult. My goal is to create a classroom where students feel safe sharing their mathematical ideas and understand that learning mathematics is a process.

As a future elementary teacher, I want my mathematics classroom to be active, supportive, and engaging. I plan to use hands-on activities, visual representations, real-world examples, partner and small-group work, questioning, and mathematical discussions. I will also use student work, assessments, observations, and feedback to reflect on my instruction and determine what my students need next. As I continue through this course, I will add information about mathematics standards, instructional strategies, assessment, differentiation, and other effective teaching practices.