Isolation to Collaboration: Breaking Educational Barriers the Building Thinking Classrooms Way!
Justeena Mataquel, Queensborough Community College
Bio
Justeena Mataquel is a Mathematics educator with over 31 years of teaching experience in the Philippines and the United States. She teaches gifted and talented middle school students in the New York City Public Schools and serves as an adjunct lecturer at Queensborough Community College, teaching MA-119, MA-119 ALP, and College Trigonometry. Before moving to New York, she taught elementary students in the Philippines for 10 years, building a strong foundation in Mathematics education.
Course Setting
As an adjunct lecturer in Queensborough Community College’s College Now Program, Justeena supports New York City Public Schools students transitioning to college through free dual-enrollment courses. The program helps students build academic momentum, make informed decisions, and connect learning to career opportunities. In Justeena’s classes, students strengthen analytical and quantitative reasoning by evaluating evidence, solving problems, and applying concepts to real-world situations. Students also develop research, information-management, and technology skills while integrating knowledge across their fields of study to support academic success and lifelong learning.
Problem of Practice
How may I use Vertical Non-Permanent Surfaces (VNPS) and Visibly Random Grouping (VRG) tools to strengthen students’ perseverance and increase their engagement and participation levels in solving challenging Math problems in a College Now Algebra class?Strategy
To address the challenge of students’ limited participation in my College Now Algebra class, I use Vertical Non-Permanent Surfaces (VNPS) and Visibly Random Grouping (VRG) to give students equal opportunities to access diverse ideas and perspectives, helping them deepen their understanding. These strategies also strengthen students’ communication and teamwork skills, as students learn to collaborate with peers outside their usual circles. Overall, these strategies encourage flexibility, independence, and active participation, preparing students for real-world collaboration.
I begin class by giving students the opportunity to choose a partner to build comfort and engagement. During practice exercises, I then use random-grouping tools, such as a spinner, to vary groupings and promote collaboration with different peers. Additionally, I use popsicle sticks for “cold calling” during the share-out to ensure equal participation and keep all students actively involved.
Research suggests that VNPS and VRG positively influence student learning by increasing engagement, collaboration, and participation. Students working in random groups at vertical whiteboards tend to communicate more openly, share strategies, and become more confident in solving problems. These strategies also encourage active thinking, risk-taking, and equal participation, helping create a more student-centered and collaborative learning environment.
Documentation
Student Work
Clarity defines mastery. Following the factoring lesson in mid-March, the student demonstrated a more structured problem-solving process. The student’s comment at the bottom of the work reflected increased self-confidence, suggesting a positive impact of the implemented strategy on both mathematical understanding and confidence in solving problems independently and effectively.
Student Photos
The photo shows students actively sharing ideas and collaborating with one another. They demonstrate ownership of their learning by working together, building confidence, overcoming challenges, discovering their potential, and bringing out the best in each other.
Measuring Impact
Test Results
The test results show that although some students’ scores may have declined from Test 1 to Test 3, the overall class percentage demonstrated continuous improvement. This indicates that the implemented strategies had a positive and measurable impact on the class’s overall academic performance.
Comparative Illustration
Implementing Visibly Random Grouping (VRG) and Vertical Non-Permanent Surfaces (VNPS) using popsicle sticks and a spinner significantly improved student participation. Participation increased from 17% to 67%, demonstrating greater perseverance, persistence, and engagement. The strategies also helped build students’ self-confidence in solving challenging Mathematics problems and encouraged more active involvement in learning.
Analysis
During the first weeks of the semester, many students lacked confidence in collaborating, even with familiar peers. To build routines that encouraged communication, idea-sharing, and self-confidence, group work was introduced. However, permanent groups created challenges, including overreliance on stronger students and limited exposure to different perspectives. These observations led to the implementation of Visibly Random Grouping (VRG) and Vertical Non-Permanent Surfaces (VNPS).
Initially, students were hesitant to adapt to the new strategies, resulting in lower participation and challenges with time management as they adjusted to working with new classmates. Despite these difficulties, consistent implementation led to noticeable improvements. Student participation and willingness to attempt challenging Math problems increased significantly, with data showing a 50% rise in average participation rates after implementation. More students also demonstrated success in solving complex problems, as reflected in student work samples and comparative data tables.
Student surveys further highlighted the positive impact of these strategies by giving students a voice in identifying the support they needed to become more successful learners. The strongest evidence of success appeared in assessment outcomes. After the initial implementation, students completed Test 1. Following several cycles of VRG and VNPS, overall class performance increased by 14% from Test 1 to Test 2, followed by an additional 13% increase from Test 2 to Test 3.
Recommendation
Any teaching strategy is most effective when it is purposefully aligned with lesson objectives, learners’ needs, and supported by careful planning, analysis, and preparation. Although these strategies have shown positive results and meaningful impact, it is important to recognize that learners possess individual differences, diverse needs, and unique learning preferences.
I intend to continue refining and adapting these strategies to further explore and maximize their potential. Through this process, I also hope to identify necessary modifications that will better respond to students’ needs and gain a deeper understanding of the factors that contribute to a more meaningful and effective learning experience for students.
Any teaching strategy works best when it is tailored to the lesson’s purpose and learners’ needs and is supported by careful planning, analysis, and preparation.
Resources
- Liliedahl, P. (2021). Building thinking classrooms in mathematics: 14 teaching practices for enhancing learning. Corwin.