By Brit Seward, School Improvement Math Specialist
What do we truly believe about how students learn mathematics—and what do our classrooms reveal about those beliefs? As school leaders, are we courageous enough to confront outdated practices that quietly undermine student thinking?
Too often, mathematics remains the most compliant subject in school. Students quietly copy steps from the board and are expected to follow along without understanding why the math works. This is not rigorous instruction. This is not how students learn. It’s time to reimagine mathematics instruction—and that starts with a shift in mindset.
The Mindset Trap of Teacher-Centered Instruction
The commonly used “I Do, We Do, You Do” model, when misapplied, becomes a trap. Instead of gradually releasing responsibility, it keeps the teacher at the center—viewed as the sole owner of mathematical knowledge. Students mimic procedures without meaning, silencing their thinking and creativity. It tells students that success comes entirely from parroting the teacher’s method—not understanding. That’s a mindset issue.
Low Expectations in Disguise
We often talk about meeting students where they are, but sometimes, we remove the challenge entirely. Over-scaffolding and over-reliance on intervention deprive students of the opportunity to struggle productively and develop independence, suggesting “you can’t do this on your own.” Similarly, labeling students as “low,” “medium,” or “high” reinforces fixed mindsets—ours and theirs.
Let’s be clear: students are not the problem—our instruction is. When we operate from a deficit mindset, we limit what’s possible. But when we believe all students can engage deeply with mathematics, we open the door to growth and achievement.
Boredom Is a Warning Sign
When students disengage, it’s rarely about ability. More often, it’s due to uninspiring instruction. If students are bored, we need to ask: Is the math worth doing?
Rote lectures rob students of discovery. Math becomes steps—rather than sense-making. Quality instruction should include tasks with multiple entry points, real-world relevance, and space for student discourse and reasoning.
The TRU Math Framework reminds us that powerful classrooms provide rich content, support productive struggle and sense-making, ensure equitable access, foster positive math identities through discourse, and create a learning environment that is responsive to student thinking. These principles align with the NCTM’s Eight Effective Teaching Practices, which are grounded in research and emphasize student-centered instruction that promotes deep mathematical understanding. In classrooms rooted in these frameworks, students are doers—not followers of math.
A Call to Principals
If you walked into a math classroom today, would you describe it as collaborative, conceptually rich, and centered on student thinking? If not, it’s time to ask why. As instructional leaders, your beliefs drive your decisions. You influence what’s prioritized, what gets celebrated, and how instruction is supported.
As summer approaches, take this opportunity to reflect on your mindset about mathematics and establish a clear intention for your school. How will you lead staff conversations around beliefs and expectations? What learning opportunities will you create—for yourself and your team—to explore what high-quality, student-centered math instruction indeed looks like?
Don’t wait until August to decide who you want to be as a school. Set the tone now: next year, we will center math instruction around student thinking, agency, and belief in every learner’s brilliance.
Final Thought: Mindsets Before Methods
Improving math instruction isn’t just about new resources—it’s about rethinking our assumptions. If we truly believe in students, our classrooms must reflect that belief.
So, start now. Reflect. Plan. Prepare—not just for better instruction but for a mindset shift that impacts every student. Let’s stop focusing on what they can’t do—and create space for them to show us what they can.
Resources:
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author
Schoenfeld, A. H., & the TRU Community. (n.d.). Teaching for Robust Understanding Framework. Retrieved March 21, 2025, from https://truframework.or
Vakaria, V. (Host). (2024, September 12). We’re not teaching content; we’re teaching students. In [Audio podcast] In Math Therapy. Retrieved from https://www.buzzsprout.com/1734392/episodes/15715908.