As mathematics classes should encourage different ways of thinking, creativity, formal knowledge and skills, and enable students to know the useful and meaningful side of mathematics, it is necessary that the organization of classes contributes to a high student achievement. The high quality classes are focused as a combination of teaching and learning to reach an effective learning environment which requires the students to persevere and work hard and represents a challenge they can achieve through effort. By well-thought-out teaching configurations and teaching methods and by supplementing the traditional, problem-oriented and project-oriented classes we can strive for a more effective learning and teaching process. The project- and problem-oriented classes do acquire especially in the field of critical thinking, problem-solving skills, attitude towards learning, work habits and conceptual understanding which are all important qualities in knowledge society. We should be aware also of the positive climate for learning as the climate encompasses various affective aspects and influences the learning environment in an important manner. The research focused on the qualitative aspect of monitoring mathematics lessons to find the extent to which teachers design a stimulating learning environment that allows each individual mental activity and emotional commitment within different models of learning differentiation and individualization. It turned out that it is not so important whether the teaching takes place in homogeneous or heterogeneous groups, but if the teaching methods, teaching forms, organization of lessons, learning materials and atmosphere in the classroom are adapted to the students. When teaching and carrying out activities, the teacher should take into account the student’s abilities, prior knowledge, interests and ways of learning. Special emphasis should be dedicated on encouraging and enabling the student’s active co-creation of the learning process, developing the student’s motivation and responsibility for participation in the lesson. For the quality of lessons from the educational point of view, smaller groups are suitable, which enable the teacher to get to know the individual in more depth and to give the individual an appropriate place in the teaching process.