Introduction
Welcome back to Math Chat! Today’s episode is all about how we can break free from the script and let our students lead.
Today’s episode is going to require a teacher mindset, possibly a shift in teacher mindset. So, if you are like me and a bit of a control freak, Type A if you will… then I’m talking to you. Letting go of control can actually help students learn more in math. I know it’s hard, but it is essential to day’s big idea. I bet you have planned the perfect math lesson, only to realize your students weren’t actually thinking for themselves…
In today’s episode, we’re talking about why and how we can plan lessons that empower our students to take the lead.
What is student-centered learning in math?
Student-centered learning in math means giving students space to think critically, explore multiple strategies, and explain their thinking rather than following the teacher’s prescribed steps.
Let me tell you a story about my own upbringing as a math student. I was a good student. I followed directions and did what I was suppose to, for the most part. That’s how I got through elementary math without actually knowing much math. My teachers approached math like most of the world– there’s one way to solve problems to get to the one answer. The teacher holds the answer key and determines when students get it right or wrong. And in the event they get it wrong the teacher reminds them of the steps to follow. Does this sound familiar?
So, instead of creating robotic lessons that ask students to step by step mimic the teachers’ scripted solution, we’re opting for student centered learning. That is where students ideas drive the exploration and math discussion. The strategies and solution pathways come from what students figure out.
Instead of always providing direct instruction first, teachers act as facilitators, guiding students to discover solutions and learn from their mistakes.
Why this process works!
Stick with me here if you’re starting to roll your eyes or disagree. I understand, like I said at the start of this episode. You’re going to have to give up some of your control… but there is a lot of research that backs up WHY this works.
- From the NCTM text (Connecting the NCTM Process Standards and the CCSSM Practices) “When students are asked to think, explore, and justify their reasoning, they develop deeper mathematical understanding and become more confident problem solvers.”
Research consistently shows that student-centered approaches boost engagement, confidence, and long-term problem-solving skills.
I’ve seen this transformation in my own classroom many times. However, most recently I’ve been coaching the teachers at a school that started from a very traditional approach to now embracing student centered practices– like math discussions and productive struggle. Through implementing a new curriculum and using the student centered problem solving routine, Word Problem Workshop teachers are now starting to see that students are enjoying math, motivated to participate, and explaining their thinking more than they ever thought possible.
Breaking free from the math script of I do/ we do/ you do, and allowing students to explore their own reasoning, discuss their ideas, and build off others’ justifications they build independence, curiosity, and perseverance in students.
How to do this and do it well.
But truthfully, the challenge lies in HOW to do this and do it well. There are school requirements, curriculums, and well scripts. So, in this section I want to share three action steps that you can take to let students lead within the constraints I know you face.
Action Steps:
- Start with simple Open-Ended Prompts:
- For example, Instead of saying, “Here’s how to solve this,” ask, “What do you notice? What do you wonder?” when displaying the strategy.
- For example, Instead of saying, “Here’s how to solve this,” ask, “What do you notice? What do you wonder?” when displaying the strategy.
- Use Turn and Talks:
- After students have solved a problem, have students discuss their thinking with a partner.
- Provide a simple sentence starters to support a productive discourse (“I noticed…,” “I think because…”).
- LISTEN to student thinking
- While students are solving, listen to their ideas. Simply asking them to describe what they are doing. Then, listen for student strategies, ask clarifying questions, rather than immediately correcting mistakes… get curious and listen!
Conclusion:
Student centered math giving students space to think critically, explore multiple strategies, and explain their thinking rather than following the teacher’s prescribed steps.
Allowing students to explore and create meaning in mathematics is supported by extensive research. We want students to think, not just do the steps.
You can achieve this by listening more, providing time for students to explore and talk about their ideas.
You don’t have to be perfect. Just try one small change this week and see how your students respond.
Links mentioned in this episode:
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🤩 Math Word Problem Workshop
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When you join the Math Word Problem Workshop, I’ll show you how to…
- engage every student in problem solving, daily.
- create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
- a system to plan for problem solving, simply and efficiently.
- confidently facilitate a students lead problem solving workshop
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