In terms of next steps, this intervention plan can be taken further in order to adapt it to meet more needs identified within the classroom. Being that this interventional plan was only in place for an eight-week period, these constraints definitely had an impact on the information collected within the data. As stated in the reflection, many students struggled with this intervention's impact on the change of the learning environment. Therefore, if there was extended time to complete more trials and actives beyond the intervention plan that allowed myself continual practice of the child-centered teaching strategies and methods, students may have different alternate responses to the initial and closure survey. It is so important to heavily consider the possible changes in student's mathematical motivation and attitude with the aspect of continued practice of the independent child-centered learning skills over the course of the entire academic year. With exceptional repeated practice and assimilation to this learning environment, students will become adjusted to these conditions, in order to fully enable students to authentically engage in commanding of their own learning, as well as, strengthen their communication skills within the subject. 

    With more extensive time to prolong the intervention plan conditions, there would be more time to provide students with explicit opportunities to practice mathematical communication skills. I did not anticipate or plan for a handful of my students to be so shocked from the change in the learning environment, which had an impact on their ability to engage in meaningful discussion and communication within the subject. I could observe some struggling partnerships and individual students with lack of confidence to work through learning activities, feeling overwhelmed with the shift of independence and power, as well as, the balance of responsibility for learning. In order to gather more information and classroom data on student communication within mathematics, some next steps include outlining time to practice and implement explicit skill instruction within communication and discussion in math. After observing student challenges during the intervention plan, I recognize that in order to best engage students in the hard, messy work of learning, students should receive more instruction in the skills that are needed to ensure more student success in personal reflection, collaboration, and elicit control over future learning experiences.