{"id":6403,"date":"2026-01-13T20:14:43","date_gmt":"2026-01-13T20:14:43","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=6403"},"modified":"2026-03-17T13:18:54","modified_gmt":"2026-03-17T17:18:54","slug":"srt-strength-based-approach","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/srt-strength-based-approach\/","title":{"rendered":"Using Student Reflection to Inform a Strength-Based Approach to Math Learning"},"content":{"rendered":"\n
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by Annie Sussman<\/p>\n\n\n\n

January 13, 2026<\/p>\n\n\n\n

Taking a strength-based approach to learning is an important part of developing an equitable math classroom (Russell, 2023, p. 8). Acknowledging what students understand and using that information to provide targeted feedback and responsive instruction not only promotes learning but also sends a powerful message to students that everyone is a math thinker, sense-maker and problem-solver.<\/p>\n\n\n\n

Inviting students to reflect on positive math experiences can help teachers recognize and build on students\u2019 strengths and current understandings. Asking questions or providing prompts about what students feel proud of in math, as well as the kinds of support they find most helpful, deepens teachers\u2019 knowledge of their learners and strengthens students\u2019 confidence, self-awareness, and sense of agency.<\/p>\n\n\n\n

The Student Reflection Tool<\/a>, developed by the Forum for Equity in Elementary Mathematics, contains many questions and prompts that can be used to inform a strength-based approach. Additionally, the Tool outlines a process, referred to as the Cycle of Reflection, that guides teachers as they determine their focus for this work, collect and analyze students\u2019 responses, and consider possible action steps based on what they learn.<\/p>\n\n\n

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Emma’s Story: Learning Through a Cycle of Reflection<\/em><\/h6>\n\n\n\n

During a unit on fractions and decimals, fourth grade teacher Emma reflected:<\/p>\n\n\n\n

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“Many of my students come into our fraction unit believing they\u2019re not good at fractions. I wanted students to see that there has been so much growth, and I wanted to give them an opportunity to stop and celebrate that growth. I also wanted to learn more about what helped them develop the understandings they felt proud of so that I could provide more targeted support.<\/em>“<\/p>\n\n\n\n

Given these goals, and her desire to learn more about students\u2019 developing understandings of and experiences with fractions and decimals, Emma asked students to respond to the following prompts:<\/a><\/p>\n\n\n

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She compiled students\u2019 answers in a spreadsheet. As she looked across the responses, 2 things stood out:<\/p>\n\n\n\n