We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate student's misconceptions. But what if instead of focusing on what students don't know or haven't mastered, we identify their mathematical strengths and build next instructional steps on students' points of power?
Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students' mathematics learning: identify teaching strengths, discover and leverage students' strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter proves opportunties to stop and consider current practice, reflect, and transfer practice while also sharing: downloadable resources, activities, and tools; examples of student work within Grades K-6; real teachers' notes and reflections for discussion.
It's time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student's mathematical strengths by emphasizing what makes them each unique and powerful.
