Colleges and universities are grappling with supporting underprepared students in mathematics. While research examines the demographics of students and the effects of changing the number of preparatory courses, few studies examine the impact of pedagogical practices on student outcomes. This study investigated the effect of an alternative pedagogy, the "Thinking Classroom" framework, on student attitudes and learning performance in a first-year university business mathematics course. The "Thinking Classroom" approach focuses on collaborative problem-solving on vertical non-permanent surfaces (VNPS). Students rated the overall course experience and collaborative classroom experience highly after participation in the "Thinking Classroom." Students in the "Thinking Classroom" had a significantly higher average grade point average than students in the control group.