Strengths-Based Teaching and Learning in Mathematics

Beth McCord Kobett serves as Professor and Dean in the School of Education at Stevenson University, where she works closely with early childhood, elementary, and middle school preservice teachers. She brings experience as a classroom teacher, mathematics specialist, and university supervisor.  Beth served on the NCTM Board and served as president of Association of Maryland Mathematics Teacher Educators. Beth has authored ten mathematics education books and supports professional learning efforts nationwide. She has been honored with awards such as the MCTM Mathematics Educator of the Year and Stevenson’s Rose Dawson Award for Excellence in Teaching. Deeply committed to her students, she strives to create a supportive, strengths-based learning environment that fosters curiosity, collaboration, and meaningful growth. Karen S. Karp is a mathematics educator who focuses on the intersection of mathematics education and special education. She is a former professor at Johns Hopkins University and at the University of Louisville, where she is professor emerita. Early in her career, she received a Development Award from the Joseph P. Kennedy, Jr. Foundation to support more seamless integration between general education and special education. She is the author or co-author of numerous publications including Assisting Students Struggling With Mathematics: Intervention in the Elementary Grades and Elementary and Middle School Mathematics. Karen was on the writing team of the NCTM/CEC joint position statement on Teaching Mathematics to Students with Learning Disabilities. In 2024, she chaired the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K–12 special education, and K–12 educational administration.

• ForewordIntroduction – An Invitation to TurnaroundWhy Strengths-Based Instruction?Who is Strengths-Based Mathematics Teaching For?What are Mathematics Strengths we See in Students?Exploring Your Own Math IdentityMoving to a Strengths-Based PerspectivePractices that Build a Strengths CycleThe Five Teaching TurnaroundsChapter 1 - Identify Your Teaching StrengthsWhat Do You Believe About Your Students′ Learning?What Do Students Think You Believe?SummaryChapter 2 - Turnaround Mathematical Proficiencies, Processes, and PracticesBuilding Mathematical Proficiency Through a Strengths-Based LensBuilding Mathematical Practices and Dispositions Through a Strengths-Based LensBuilding Strengths in Problem SolvingBuilding Strengths in CommunicationBuilding Strengths in Reasoning and ProofBuilding Strengths in ConnectionsBuilding Strengths in RepresentationsSummaryChapter 3 - Your Students’ Mathematics Content StrengthsBuilding Mathematical Content Knowledge Through a Strengths-Based LensBuilding and Recognizing Strengths in the Meaning of Number and Operations and Algebraic ThinkingCount to show how numbers represent quantityCount to show how numbers represent quantityDevelop Strategies to Add, Subtract, Multiply, and DivideBuilding and Recognizing Strengths in Understanding Number and Operations - FractionsBuilding and Recognizing Strengths in Geometryvan Heile’s Geometric Conceptual Understanding Level 0: Visualizationvan Heile’s Geometric Conceptual Understanding Level 1: AnalysisSummaryChapter 4 – Turnaround Grouping PracticesPlanning Effective Strength-Based InstructionFixed versus Flexible Grouping PracticesLong-Term Whole-Class Ability GroupingSmall-Group In-Class Ability GroupingFlexible Grouping StrategiesStrength’s Based Flexible Grouping PracticesMixed-Strength Whole-Group InstructionHomogeneous-Strength Small GroupsTargeted Small Group Instruction Through a Strengths-Based LensSummaryChapter 5 – Turnaround TasksHigh Cognitive TasksTurnaround a Task: Designing a Personalized, Strengths-Based Instructional TaskIndividualized PersonalizationFunds of KnowledgeThree Perspectives for Adapting a Task to Support Student′s StrengthsAccess and EquityMathematical GoalsFormative AssessmentPromoting Strengths Through Parallel TasksExploratory Discourse About TasksMath Amendments: Revising the Task SolutionSummaryChapter 6 - Turnaround FeedbackThe Importance of Feedback in a Strengths-Based ClassroomTeacher-to-Student Feedback From a Strengths PerspectiveTeacher to Student Feedback LoopElements of Teacher to Student FeedbackStudent-to-Teacher Feedback from a Strengths PerspectivePrior to the LessonDuring the LessonClosing the LessonStudent-to-Student Feedback from a Strengths PerspectiveClassroom-Based Formative Assessment and FeedbackObservationInterviewShow MeHinge QuestionExit TaskSummaryChapter 7 - Turnaround Students’ IdentitiesWindows and MirrorsOur Teacher MirrorTranslation TaskDon′t Miss an Opportunity to Recognize a Student′s Points of PowerStudents′ Productive DispositionsStudents Self Analyze their Strong PointsSummaryChapter 8 - Turnaround Professional Learning CommunitiesSupporting Teachers′ StrengthsThe Appreciative Inquiry (AI) FrameworkWhole School AgreementSummaryChapter 9 - Turnaround Family CommunicationEngaging Families in Strengths-Based TalkIncorporating Family and Community StrengthsWorking Together to Share Mathematical IdeasFamily Math ResourcesConferences with Family Members from a Strengths-Based PerspectiveSummaryEpilogue - Turnaround ReflectionReferences

"Too many of us perseverate on "fixing" our students and ourselves. Focusing instead on the strengths students bring to the classroom and redirecting the effective practices we already employ, Kobett and Karp turn this thinking on its head. By leveraging their tools and protocols we can confront and unpack our beliefs, transform our instruction, and create the positive and supportive learning environments our students deserve. This is an indispensable resource for educators committed to ensuring that each and every student experiences joy, wonder, and success in mathematics!"