Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the prevalence of standards-aligned mathematics instruction across more than 400 mathematics lessons in Washington, D.C., classrooms. We find no evidence of consistent standards-aligned mathematical engagement absent an engaging, emotionally supportive learning environment. These findings suggest that efforts to help teachers make the instructional shifts outlined in college and career ready standards might also need to support the provision of productive, warm, and nurturing learning environments.

专注于情感支持教学的研究通常与严格的，符合标准的数学教学研究并行进行。但是，最近的工作理论认为，可能需要积极和温暖的教室环境来帮助学生达到更新的数学标准中概述的宏伟目标。我们分析了华盛顿特区教室中超过400堂数学课程中教室环境的各个方面与符合标准的数学教学之间的关系。我们找不到没有引人入胜，情感支持的学习环境的，一致的，符合标准的数学参与的证据。这些发现表明，为帮助教师做出大学和职业准备标准中概述的教学转变所做的努力可能还需要支持生产性，