What if student success had less to do with talent and more to do with belief and access? In this conversation, I sit down with James ONeal, Jr., M.Ed.'Neal, founder of Mastery For All, to explore how mindset shapes math instruction and why every student needs opportunities to win. We explore: - How teacher beliefs create (or block) student mastery - Why "notice and wonder" activities build ownership and confidence - The role of joy, belonging, and student voice in engagement - How leaders can support math instruction without being content experts - Practical strategies from his upcoming book, The Engaged Classroom One powerful reminder: When students stop winning, they start believing they can't. Perfect for math teachers, instructional coaches, and school leaders who want to create classrooms where mastery is possible for all. 🎧 Listen now: https://lnkd.in/gappqr9P #AspireToLead #MathInstruction #EducationalEquity #StudentEngagement #MathMastery #SchoolLeadership #InstructionalCoaching #EdLeadership
Mindset Matters in Math Instruction with James ONeal Jr.
This title was summarized by AI from the post below.
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What kind of classroom experience does every child deserve? Lynsey Gibbons and I have been thinking deeply about classrooms where students are genuinely engaged in sensemaking; where their ideas matter, learning happens in community, productive struggle leads to deep understanding, and joy is part of the learning experience. Our recent blog post, Our North Star: The Classroom Experiences We Want for Every Child, explores the vision that guides our work and why staying grounded in the classroom matters when designing systems for educator learning and school improvement. If you’re a teacher leader, coach, principal, district leader, or anyone thinking about how to create more rigorous, joyful, and student-centered learning experiences, we’d love to hear what resonates with you. #Education #TeacherLearning #InstructionalLeadership #SchoolImprovement #StudentCenteredLearning #MathEducation #EducationalLeadership https://lnkd.in/gSXkUwvU
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𝗙𝗮𝗿 𝘁𝗼𝗼 𝗺𝗮𝗻𝘆 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝘄𝗮𝗹𝗸𝘁𝗵𝗿𝗼𝘂𝗴𝘀 𝗳𝗼𝗰𝘂𝘀 𝗼𝗻 𝘁𝗵𝗲 𝘄𝗿𝗼𝗻𝗴 𝘁𝗵𝗶𝗻𝗴. 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲. Leaders ask: ❓ Are students on task? ❓ Is the room quiet? ❓ Is the teacher following the plan? But none of that guarantees students are actually thinking. If you’re a school leader, here’s a set of look-fors you can use immediately: 𝗠𝗮𝘁𝗵 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗟𝗼𝗼𝗸-𝗙𝗼𝗿𝘀: 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲 𝘃𝘀. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 What School Leaders Should Look For to Identify the Difference 𝗦𝘁���𝗱𝗲𝗻𝘁 𝗥𝗼𝗹𝗲 🔴 Compliance: Follow steps 🟢 Thinking: Make sense of the math 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗥𝗼𝗹𝗲 🔴 Compliance: Demonstrates and directs 🟢 Thinking: Facilitates and probes 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗧𝗮𝗹𝗸 🔴 Compliance: Minimal or scripted 🟢 Thinking: Explaining, debating, justifying 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗪𝗼𝗿𝗸 🔴 Compliance: Answers only 🟢 Thinking: Reasoning, models, multiple representations 𝗦𝘁𝗿𝗮𝘁𝗲𝗴𝗶𝗲𝘀 🔴 Compliance: One “right way” 🟢 Thinking: Multiple pathways explored and compared 𝗣𝗮𝗰𝗶𝗻𝗴 🔴 Compliance: Fast to “cover” content 🟢 Thinking: Slower to ensure understanding 𝗣𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝘃𝗲 𝗦𝘁𝗿𝘂𝗴𝗴𝗹𝗲 🔴 Compliance: Avoided or rescued quickly 🟢 Thinking: Expected and supported 𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻𝘀 𝗔𝘀𝗸𝗲𝗱 🔴 Compliance: “What’s the answer?” 🟢 Thinking: “Why does that make sense?” 𝗦𝘂𝗰𝗰𝗲𝘀𝘀 𝗖𝗿𝗶𝘁𝗲𝗿𝗶𝗮 🔴 Compliance: Getting it right 🟢 Thinking: Explaining and justifying 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗙𝗲𝗲𝗹 🔴 Compliance: Quiet, controlled 🟢 Thinking: Engaged, productive, sometimes messy You can walk into a quiet classroom, see students completing work.. and still observe very little learning. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 𝗶𝘀 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁. It’s visible. It’s audible. And once you know what to look for you can’t unsee it. And more importantly 𝘆𝗼𝘂 𝗰𝗮𝗻 𝗰𝗼𝗮𝗰𝗵 𝘁𝗼 𝗶𝘁. 𝗧𝗵𝗮𝘁’𝘀 𝗵𝗼𝘄 𝘄𝗲 𝗮𝗰𝗰𝗲𝗹𝗲𝗿𝗮𝘁𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗶𝗻 𝗺𝗮𝘁𝗵. __________ ♻️ Repost if you’re committed to moving math instruction from compliance to thinking ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments __________ Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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Especially in the Age of AI when the computer can do so much of it for the student, the thinking side is critical to education.
Math Instructional Coach & Consultant | Building cognition-driven math learning systems through coaching and instructional leadership to improve student outcomes | 2025 CUP Fellow
𝗙𝗮𝗿 𝘁𝗼𝗼 𝗺𝗮𝗻𝘆 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝘄𝗮𝗹𝗸𝘁𝗵𝗿𝗼𝘂𝗴𝘀 𝗳𝗼𝗰𝘂𝘀 𝗼𝗻 𝘁𝗵𝗲 𝘄𝗿𝗼𝗻𝗴 𝘁𝗵𝗶𝗻𝗴. 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲. Leaders ask: ❓ Are students on task? ❓ Is the room quiet? ❓ Is the teacher following the plan? But none of that guarantees students are actually thinking. If you’re a school leader, here’s a set of look-fors you can use immediately: 𝗠𝗮𝘁𝗵 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗟𝗼𝗼𝗸-𝗙𝗼𝗿𝘀: 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲 𝘃𝘀. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 What School Leaders Should Look For to Identify the Difference 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗥𝗼𝗹𝗲 🔴 Compliance: Follow steps 🟢 Thinking: Make sense of the math 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗥𝗼𝗹𝗲 🔴 Compliance: Demonstrates and directs 🟢 Thinking: Facilitates and probes 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗧𝗮𝗹𝗸 🔴 Compliance: Minimal or scripted 🟢 Thinking: Explaining, debating, justifying 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗪𝗼𝗿𝗸 🔴 Compliance: Answers only 🟢 Thinking: Reasoning, models, multiple representations 𝗦𝘁𝗿𝗮𝘁𝗲𝗴𝗶𝗲𝘀 🔴 Compliance: One “right way” 🟢 Thinking: Multiple pathways explored and compared 𝗣𝗮𝗰𝗶𝗻𝗴 🔴 Compliance: Fast to “cover” content 🟢 Thinking: Slower to ensure understanding 𝗣𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝘃𝗲 𝗦𝘁𝗿𝘂𝗴𝗴𝗹𝗲 🔴 Compliance: Avoided or rescued quickly 🟢 Thinking: Expected and supported 𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻𝘀 𝗔𝘀𝗸𝗲𝗱 🔴 Compliance: “What’s the answer?” 🟢 Thinking: “Why does that make sense?” 𝗦𝘂𝗰𝗰𝗲𝘀𝘀 𝗖𝗿𝗶𝘁𝗲𝗿𝗶𝗮 🔴 Compliance: Getting it right 🟢 Thinking: Explaining and justifying 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗙𝗲𝗲𝗹 🔴 Compliance: Quiet, controlled 🟢 Thinking: Engaged, productive, sometimes messy You can walk into a quiet classroom, see students completing work.. and still observe very little learning. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 𝗶𝘀 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁. It’s visible. It’s audible. And once you know what to look for you can’t unsee it. And more importantly 𝘆𝗼𝘂 𝗰𝗮𝗻 𝗰𝗼𝗮𝗰𝗵 𝘁𝗼 𝗶𝘁. 𝗧𝗵𝗮𝘁’𝘀 𝗵𝗼𝘄 𝘄𝗲 𝗮𝗰𝗰𝗲𝗹𝗲𝗿𝗮𝘁𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗶𝗻 𝗺𝗮𝘁𝗵. __________ ♻️ Repost if you’re committed to moving math instruction from compliance to thinking ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments __________ Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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I love this visual. For so long, compliance has been the standard — even in my own thinking. Quiet classrooms. Completed tasks. Checked boxes. It looked like learning. The year I co-taught with Alex Giorgianni in a #PBL classroom shifted everything for me. I saw what real thinking should look like, sound like, and feel like. It looked like students debating ideas, revising plans, and wrestling with problems that didn’t have neat answers. It sounded like productive struggle, academic discourse, and students challenging one another’s reasoning. It felt like ownership, curiosity, and purpose. That experience pushed me to rethink the difference between engagement and compliance — and to ask myself regularly: Are students doing work… or are they doing thinking? Compliance is quiet. Thinking is alive. And I’ll choose alive every time. #PBL #StudentEngagement #DeeperLearning #InstructionalCoaching #EducationLeadership
Math Instructional Coach & Consultant | Building cognition-driven math learning systems through coaching and instructional leadership to improve student outcomes | 2025 CUP Fellow
𝗙𝗮𝗿 𝘁𝗼𝗼 𝗺𝗮𝗻𝘆 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝘄𝗮𝗹𝗸𝘁𝗵𝗿𝗼𝘂𝗴𝘀 𝗳𝗼𝗰𝘂𝘀 𝗼𝗻 𝘁𝗵𝗲 𝘄𝗿𝗼𝗻𝗴 𝘁𝗵𝗶𝗻𝗴. 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲. Leaders ask: ❓ Are students on task? ❓ Is the room quiet? ❓ Is the teacher following the plan? But none of that guarantees students are actually thinking. If you’re a school leader, here’s a set of look-fors you can use immediately: 𝗠𝗮𝘁𝗵 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗟𝗼𝗼𝗸-𝗙𝗼𝗿𝘀: 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲 𝘃𝘀. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 What School Leaders Should Look For to Identify the Difference 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗥𝗼𝗹𝗲 🔴 Compliance: Follow steps 🟢 Thinking: Make sense of the math 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗥𝗼𝗹𝗲 🔴 Compliance: Demonstrates and directs 🟢 Thinking: Facilitates and probes 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗧𝗮𝗹𝗸 🔴 Compliance: Minimal or scripted 🟢 Thinking: Explaining, debating, justifying 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗪𝗼𝗿𝗸 🔴 Compliance: Answers only 🟢 Thinking: Reasoning, models, multiple representations 𝗦𝘁𝗿𝗮𝘁𝗲𝗴𝗶𝗲𝘀 🔴 Compliance: One “right way” 🟢 Thinking: Multiple pathways explored and compared 𝗣𝗮𝗰𝗶𝗻𝗴 🔴 Compliance: Fast to “cover” content 🟢 Thinking: Slower to ensure understanding 𝗣𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝘃𝗲 𝗦𝘁𝗿𝘂𝗴𝗴𝗹𝗲 🔴 Compliance: Avoided or rescued quickly 🟢 Thinking: Expected and supported 𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻𝘀 𝗔𝘀𝗸𝗲𝗱 🔴 Compliance: “What’s the answer?” 🟢 Thinking: “Why does that make sense?” 𝗦𝘂𝗰𝗰𝗲𝘀𝘀 𝗖𝗿𝗶𝘁𝗲𝗿𝗶𝗮 🔴 Compliance: Getting it right 🟢 Thinking: Explaining and justifying 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗙𝗲𝗲𝗹 🔴 Compliance: Quiet, controlled 🟢 Thinking: Engaged, productive, sometimes messy You can walk into a quiet classroom, see students completing work.. and still observe very little learning. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 𝗶𝘀 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁. It’s visible. It’s audible. And once you know what to look for you can’t unsee it. And more importantly 𝘆𝗼𝘂 𝗰𝗮𝗻 𝗰𝗼𝗮𝗰𝗵 𝘁𝗼 𝗶𝘁. 𝗧𝗵𝗮𝘁’𝘀 𝗵𝗼𝘄 𝘄𝗲 𝗮𝗰𝗰𝗲𝗹𝗲𝗿𝗮𝘁𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗶𝗻 𝗺𝗮𝘁𝗵. __________ ♻️ Repost if you’re committed to moving math instruction from compliance to thinking ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments __________ Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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I would tell math teachers this often following walkthroughs. Math is a breeding ground for critical thinking. We don’t need human calculators. We need human innovators.
Math Instructional Coach & Consultant | Building cognition-driven math learning systems through coaching and instructional leadership to improve student outcomes | 2025 CUP Fellow
𝗙𝗮𝗿 𝘁𝗼𝗼 𝗺𝗮𝗻𝘆 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝘄𝗮𝗹𝗸𝘁𝗵𝗿𝗼𝘂𝗴𝘀 𝗳𝗼𝗰𝘂𝘀 𝗼𝗻 𝘁𝗵𝗲 𝘄𝗿𝗼𝗻𝗴 𝘁𝗵𝗶𝗻𝗴. 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲. Leaders ask: ❓ Are students on task? ❓ Is the room quiet? ❓ Is the teacher following the plan? But none of that guarantees students are actually thinking. If you’re a school leader, here’s a set of look-fors you can use immediately: 𝗠𝗮𝘁𝗵 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗟𝗼𝗼𝗸-𝗙𝗼𝗿𝘀: 𝗖𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲 𝘃𝘀. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 What School Leaders Should Look For to Identify the Difference 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗥𝗼𝗹𝗲 🔴 Compliance: Follow steps 🟢 Thinking: Make sense of the math 𝗧𝗲𝗮𝗰𝗵𝗲𝗿 𝗥𝗼𝗹𝗲 🔴 Compliance: Demonstrates and directs 🟢 Thinking: Facilitates and probes 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗧𝗮𝗹𝗸 🔴 Compliance: Minimal or scripted 🟢 Thinking: Explaining, debating, justifying 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗪𝗼𝗿𝗸 🔴 Compliance: Answers only 🟢 Thinking: Reasoning, models, multiple representations 𝗦𝘁𝗿𝗮𝘁𝗲𝗴𝗶𝗲𝘀 🔴 Compliance: One “right way” 🟢 Thinking: Multiple pathways explored and compared 𝗣𝗮𝗰𝗶𝗻𝗴 🔴 Compliance: Fast to “cover” content 🟢 Thinking: Slower to ensure understanding 𝗣𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝘃𝗲 𝗦𝘁𝗿𝘂𝗴𝗴𝗹𝗲 🔴 Compliance: Avoided or rescued quickly 🟢 Thinking: Expected and supported 𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻𝘀 𝗔𝘀𝗸𝗲𝗱 🔴 Compliance: “What’s the answer?” 🟢 Thinking: “Why does that make sense?” 𝗦𝘂𝗰𝗰𝗲𝘀𝘀 𝗖𝗿𝗶𝘁𝗲𝗿𝗶𝗮 🔴 Compliance: Getting it right 🟢 Thinking: Explaining and justifying 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗙𝗲𝗲𝗹 🔴 Compliance: Quiet, controlled 🟢 Thinking: Engaged, productive, sometimes messy You can walk into a quiet classroom, see students completing work.. and still observe very little learning. 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 𝗶𝘀 𝗱𝗶𝗳𝗳𝗲𝗿𝗲𝗻𝘁. It’s visible. It’s audible. And once you know what to look for you can’t unsee it. And more importantly 𝘆𝗼𝘂 𝗰𝗮𝗻 𝗰𝗼𝗮𝗰𝗵 𝘁𝗼 𝗶𝘁. 𝗧𝗵𝗮𝘁’𝘀 𝗵𝗼𝘄 𝘄𝗲 𝗮𝗰𝗰𝗲𝗹𝗲𝗿𝗮𝘁𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗶𝗻 𝗺𝗮𝘁𝗵. __________ ♻️ Repost if you’re committed to moving math instruction from compliance to thinking ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments __________ Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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One of the most important things I've learned throughout my career is that lasting school improvement begins with teachers. Supporting all aspects of the educational ecosystem (students, teachers, admins, families) is important for success. I have spent the past few years researching student and teacher self-efficacy and its importance to improving educational outcomes. I appreciated the opportunity to contribute to this conversation in K12 Digest and reflect on the importance of intentionally building systems and resources that help strengthen self-efficacy for both students and teachers as part of school improvement conversations. Teachers and students can achieve incredible things if they have systems and resources that support their growth in believing they can. You can access the article below.
Dr. Twana Young is Vice President of Academic Design, Mathematics at McGraw Hill, leading development of engaging, high-quality K–12 math curriculum for students and teachers. She has served as a teacher, instructional coach, district leader, and product leader, with expertise in curriculum and assessment development, professional learning, instructional design, educational leadership, product development, and research. Dr. Young is dedicated to improving mathematics education and creating impactful instructional resources. A national thought leader, she frequently presents research and insights across the country. Check out her expert article published in K12 Digest®, discussing that post-pandemic math struggles aren’t just about curriculum — student and teacher self-efficacy, the belief they can succeed at specific tasks, drives motivation, persistence, and classroom outcomes. Therefore, district leaders must prioritize mastery experiences, visible practice, and educative curriculum materials so teachers build confidence at scale and students learn to engage through productive struggle. Read the full article here. https://lnkd.in/gQDADTJA #K12Digest #ExpertArticle #MathEducation #TeacherSelfEfficacy #StudentSelfEfficacy #K12Math #CurriculumDesign #ProfessionalLearning #HQIM #InstructionalLeadership #MathematicsAchievement #EdLeadership
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Dr. Twana Young is Vice President of Academic Design, Mathematics at McGraw Hill, leading development of engaging, high-quality K–12 math curriculum for students and teachers. She has served as a teacher, instructional coach, district leader, and product leader, with expertise in curriculum and assessment development, professional learning, instructional design, educational leadership, product development, and research. Dr. Young is dedicated to improving mathematics education and creating impactful instructional resources. A national thought leader, she frequently presents research and insights across the country. Check out her expert article published in K12 Digest®, discussing that post-pandemic math struggles aren’t just about curriculum — student and teacher self-efficacy, the belief they can succeed at specific tasks, drives motivation, persistence, and classroom outcomes. Therefore, district leaders must prioritize mastery experiences, visible practice, and educative curriculum materials so teachers build confidence at scale and students learn to engage through productive struggle. Read the full article here. https://lnkd.in/gQDADTJA #K12Digest #ExpertArticle #MathEducation #TeacherSelfEfficacy #StudentSelfEfficacy #K12Math #CurriculumDesign #ProfessionalLearning #HQIM #InstructionalLeadership #MathematicsAchievement #EdLeadership
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Imagine the impact for students and teachers if more corrective math was occurring in classrooms as part of tier one instruction.
Math Instructional Coach & Consultant | Building cognition-driven math learning systems through coaching and instructional leadership to improve student outcomes | 2025 CUP Fellow
𝗠𝗼𝘀𝘁 𝗺𝗮𝘁𝗵 𝗺𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 𝗮𝗿𝗲 𝘁𝗿𝗲𝗮𝘁𝗲𝗱 𝘁𝗵𝗲 𝘀𝗮𝗺𝗲. 𝗧𝗵𝗮𝘁’𝘀 𝗮 𝗽𝗿𝗼𝗯𝗹𝗲𝗺, 𝗮𝗻𝗱 𝗵𝗲𝗿𝗲 𝗶𝘀 𝘄𝗵𝗮𝘁 𝘁𝗼 𝗱𝗼: Not all misconceptions come from the same place and if we don’t diagnose them correctly, we address the wrong thing. After coaching across multiple classrooms, here are 3 common types of misconceptions, and what to do to address it: 𝟭. 𝗖𝗼𝗻𝗰𝗲𝗽𝘁𝘂𝗮𝗹 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students don’t fully understand the why behind the math. ➡️ Example: Believing a larger denominator means a larger fraction. What to do: 🧱 Rebuild understanding using visual models (number lines, area models) 📈Use the CRA progression (concrete → representational → abstract) ❓Ask: “Why does this make sense?” 𝟮. 𝗣𝗿𝗼𝗰𝗲𝗱𝘂𝗿𝗮𝗹 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students misapply or incorrectly execute a process. ➡️ Example: Adding denominators when adding fractions. What to do: 🎯Identify the exact step where the error occurs 🗣️Model the correct process with think-alouds 📍Give targeted practice at the point of breakdown (not the whole problem) 𝟯. 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲-𝗕𝗮𝘀𝗲𝗱 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students misunderstand the math because of vocabulary or phrasing. ➡️ Example: Misinterpreting words like “of,” “per,” or “difference.” What to do: 🔃 Pre-teach and revisit key vocabulary in context ✍🏿 Incorporate math writing and discussion routines 💡 Ask students to explain their thinking in their own words Strong instruction doesn’t just fix mistakes. It identifies the type of misconception and responds with precision. Because when we get clearer about the problem our instruction gets sharper. And student learning accelerates. ______ ♻️ Repost if this is a conversation your math team needs to have ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments ——— Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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𝗠𝗼𝘀𝘁 𝗺𝗮𝘁𝗵 𝗺𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 𝗮𝗿𝗲 𝘁𝗿𝗲𝗮𝘁𝗲𝗱 𝘁𝗵𝗲 𝘀𝗮𝗺𝗲. 𝗧𝗵𝗮𝘁’𝘀 𝗮 𝗽𝗿𝗼𝗯𝗹𝗲𝗺, 𝗮𝗻𝗱 𝗵𝗲𝗿𝗲 𝗶𝘀 𝘄𝗵𝗮𝘁 𝘁𝗼 𝗱𝗼: Not all misconceptions come from the same place and if we don’t diagnose them correctly, we address the wrong thing. After coaching across multiple classrooms, here are 3 common types of misconceptions, and what to do to address it: 𝟭. 𝗖𝗼𝗻𝗰𝗲𝗽𝘁𝘂𝗮𝗹 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students don’t fully understand the why behind the math. ➡️ Example: Believing a larger denominator means a larger fraction. What to do: 🧱 Rebuild understanding using visual models (number lines, area models) 📈Use the CRA progression (concrete → representational → abstract) ❓Ask: “Why does this make sense?” 𝟮. 𝗣𝗿𝗼𝗰𝗲𝗱𝘂𝗿𝗮𝗹 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students misapply or incorrectly execute a process. ➡️ Example: Adding denominators when adding fractions. What to do: 🎯Identify the exact step where the error occurs 🗣️Model the correct process with think-alouds 📍Give targeted practice at the point of breakdown (not the whole problem) 𝟯. 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲-𝗕𝗮𝘀𝗲𝗱 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students misunderstand the math because of vocabulary or phrasing. ➡️ Example: Misinterpreting words like “of,” “per,” or “difference.” What to do: 🔃 Pre-teach and revisit key vocabulary in context ✍🏿 Incorporate math writing and discussion routines 💡 Ask students to explain their thinking in their own words Strong instruction doesn’t just fix mistakes. It identifies the type of misconception and responds with precision. Because when we get clearer about the problem our instruction gets sharper. And student learning accelerates. ______ ♻️ Repost if this is a conversation your math team needs to have ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments ——— Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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This really resonates. In my experience, when students struggle in math, it’s rarely just one thing it’s often a mix of these three misconceptions. The key is slowing down, meeting students where they are, and building understanding in a way that connects all three.
Math Instructional Coach & Consultant | Building cognition-driven math learning systems through coaching and instructional leadership to improve student outcomes | 2025 CUP Fellow
𝗠𝗼𝘀𝘁 𝗺𝗮𝘁𝗵 𝗺𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 𝗮𝗿𝗲 𝘁𝗿𝗲𝗮𝘁𝗲𝗱 𝘁𝗵𝗲 𝘀𝗮𝗺𝗲. 𝗧𝗵𝗮𝘁’𝘀 𝗮 𝗽𝗿𝗼𝗯𝗹𝗲𝗺, 𝗮𝗻𝗱 𝗵𝗲𝗿𝗲 𝗶𝘀 𝘄𝗵𝗮𝘁 𝘁𝗼 𝗱𝗼: Not all misconceptions come from the same place and if we don’t diagnose them correctly, we address the wrong thing. After coaching across multiple classrooms, here are 3 common types of misconceptions, and what to do to address it: 𝟭. 𝗖𝗼𝗻𝗰𝗲𝗽𝘁𝘂𝗮𝗹 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students don’t fully understand the why behind the math. ➡️ Example: Believing a larger denominator means a larger fraction. What to do: 🧱 Rebuild understanding using visual models (number lines, area models) 📈Use the CRA progression (concrete → representational → abstract) ❓Ask: “Why does this make sense?” 𝟮. 𝗣𝗿𝗼𝗰𝗲𝗱𝘂𝗿𝗮𝗹 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students misapply or incorrectly execute a process. ➡️ Example: Adding denominators when adding fractions. What to do: 🎯Identify the exact step where the error occurs 🗣️Model the correct process with think-alouds 📍Give targeted practice at the point of breakdown (not the whole problem) 𝟯. 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲-𝗕𝗮𝘀𝗲𝗱 𝗠𝗶𝘀𝗰𝗼𝗻𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝘀 Students misunderstand the math because of vocabulary or phrasing. ➡️ Example: Misinterpreting words like “of,” “per,” or “difference.” What to do: 🔃 Pre-teach and revisit key vocabulary in context ✍🏿 Incorporate math writing and discussion routines 💡 Ask students to explain their thinking in their own words Strong instruction doesn’t just fix mistakes. It identifies the type of misconception and responds with precision. Because when we get clearer about the problem our instruction gets sharper. And student learning accelerates. ______ ♻️ Repost if this is a conversation your math team needs to have ➕ Follow for more on math instruction, coaching, and leadership systems 📬 Join my newsletter The 3-1-4 3 insights. 1 strategy. In 4 minutes. For leaders committed to strengthening math instruction and student outcomes. Link in comments ——— Hi, I’m Dwight Williams. I help schools and districts strengthen math instruction through coaching, curriculum support, and data-informed systems that drive student confidence and achievement.
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Thanks brother. It was a pleasure being on your Podcast!