Mathematically productive relationships (MPRs): a potentially effective classroom management approach

Abstract Positive teacher–student relationships are considered essential for effective classroom management. Thus, focusing efforts to understand better and strengthen in order improve student outcome metrics is prudent. This study examined seven elementary teachers’ descriptions enactment of mathematically productive (MPRs), a type teacher-student relationship, their influence on management practices. Teachers’ MPRs incorporated four themes: (a) creating safe, mistake-friendly environments, (b) developing trust respect between the teacher students, (c) establishing maintaining clear high expectations, (d) ensuring that classrooms remain safe spaces. However, these features did not always appear classrooms. The varied across cases, with participants’ priorities lying along continuum from behavioural cognitive engagement. Implications different practices students’ learning opportunities discussed.