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The layout and physical resourcing of the classroom environment can
significantly affect how students and teachers work within it. The
following features are important to consider when setting up a classroom
environment that promotes mathematical thinking and supports student
learning.
Classroom Layout
Children need to be able to
easily move to and from work areas. The teacher needs to be able to move
around the classroom to conference with individual students and offer
assistance as needed. These practices are easier if an open layout of
furniture is used. Desks or tables arranged in clusters allow children
to easily work together in pairs or small groups with someone sitting
across from them and also next to them.
A comfortable meeting area is
essential for the minilesson and whole class discussions that take
place during the share component of the lesson. This may be a
mat or rug
located either in a corner or the center of the room with resources used
by the teacher for demonstration purposes, such as an easel whiteboard
or chart paper and markers and enlarged manipulatives that can be seen
by all students. Some teachers also like to designate a chair as the
“mathematician’s chair” for students to use when presenting their work.
Storing Tools for Learning 
Class 100 Chart 
Download a FREE set of math manipulative labels here. 
Useful Manipulatives for Gd. 35 Classrooms Fraction Circles 
Metersticks and Yardsticks 
Classroom Displays
The visual impact of the classroom
environment is important. When we walk into any room, the first pieces
of information we get about the environment are visual. Similarly, what
is displayed on bulletin boards and on the walls of classrooms tell a
great deal about the learning that is occurring in the classroom
environment.
The walls and bulletin boards of a classroom are like a
museum. They offer a history of the students’ work and thinking and a
source of information for students, teachers, administrators, and
parents. These displays need to convey to students that their work is
valued while enabling them to broaden their own ideas as they view the
work of their peers.
Displays of students’ work should feature
strongly in the classroom environment and be changed regularly
throughout the year. Teachers may display work samples showing different
ways that children recorded their mathematical thinking for a
particular problem, or select a variety of pieces to show the different
tasks completed during a particular unit.
In order to ensure that all students have their work displayed during the year teachers can keep a record of whose work has been displayed, or set up a bulletin board with a distinct space for each child in the class. Making students responsible for choosing a piece of word to be displayed in their individual space on the bulletin board encourages students to reflect on their work. 
*See the following link for ideas on how to set up an interactive math word wall.