Understanding Math by Making Connections

Have you ever been in the middle of a math lesson when one of your students suddenly asks, “When are we ever going to use this?” It is a question that many of us hear at some point, especially as math concepts become more abstract. The truth is that our students often struggle with math, not because they cannot learn it, but because they cannot see how new ideas connect to what they already know. When our students begin to recognize how math fits into their experiences, previous lessons, and the world around them, lightbulb moments happen. Math stops feeling like isolated problems on a worksheet and starts to make sense. Helping our students make those connections is one of the most effective ways to support their understanding of math.

Why Making Connections Improves Understanding Math

Our students are surrounded by information every day. That does not always mean they naturally connect ideas across lessons or experiences. In many classrooms, math can unintentionally feel like a series of disconnected units. Our students might study fractions one month and geometry the next without ever seeing how those ideas relate to each other. When math feels disconnected like that, it becomes harder for them to remember what they learned or apply it later. 

When our students begin connecting ideas, understanding math becomes much more attainable. Instead of memorizing procedures, our students begin to recognize patterns and relationships among concepts. For example, when we have our students connect multiplication area models to fraction multiplication, they realize they are not learning something completely new. They are building on something they already understand. Those moments help them feel more confident because the math feels familiar rather than overwhelming.

Connections also help our students see that math has a purpose beyond the classroom. When our students can relate math concepts to everyday situations, they are much more likely to stay engaged and motivated. You can have students estimate the total cost of supplies for a class party or calculate how much time is left before recess. When we highlight those moments, our students begin to realize that math is not just a school subject. It is something they use to solve everyday problems.

Using Prior Knowledge to Support Understanding Math

Each one of our students walks into the classroom with experiences that shape how they think about math. These experiences form what we often call prior knowledge or schema. Prior knowledge includes what our students already understand about math concepts, how they feel about math, and the situations where they have used math in their daily lives. When we tap into that prior knowledge, new learning becomes much easier for our students to grasp.

One helpful way to begin a lesson is by asking students what feels familiar about the topic. If you are starting a lesson on multiplication of fractions, you might ask students where they have seen area models before. Many of them will remember using them when learning multiplication earlier in the year. By bringing that idea back into the conversation, you are helping students realize they already have tools that can help them understand the new concept. That small moment of recognition can make a big difference in how confident they feel.

We can also activate prior knowledge through quick discussions, math journals, or simple reflection prompts. Asking questions like “Where have we seen something like this before?” or “What part of this problem reminds you of another lesson?” encourages students to think about connections between ideas. These short conversations help students to build bridges between past learning and new concepts. Over time, this habit helps them understand math because they begin to recognize relationships between topics on their own.

Teaching Three Types of Connections for Understanding Math

Students do not always make connections automatically. In fact, many of our students need explicit instruction and modeling to learn how to think this way. Otherwise, they stare at us blankly and insist they have never seen the concept before. Many of us have heard students say things like “I don’t remember this” or “I never learned this.” When we teach our students to look for connections, those moments become opportunities to remind them where similar ideas have appeared before.

One helpful approach is to teach students three types of mathematical connections: math to self, math to math, and math to the world. These categories give students a clear way to think about how new concepts relate to other experiences.

Math to Self Connections

Math to self connections focus on personal experiences involving math. We want students to connect math concepts to everyday situations they encounter outside of school. You might have students estimate the total cost of snacks for having friends over, or think about how measurement is used when baking with their families. Activities like reflection journals or math inventories can help students notice these moments. When students begin to recognize math in their own lives, understanding it becomes much more meaningful.

Math to Math Connections

Math to math connections help students see how new concepts build on ideas they already learned. This is one of the most impactful ways to deepen mathematical thinking. If some of your students previously used area models to understand multiplication, they can apply that same visual model when learning fraction multiplication. When students see how math concepts build on each other, learning becomes less intimidating.

Math to World Connections

Math to world connections help students recognize that math exists everywhere. Many of our students believe math only lives inside textbooks or classrooms. That misconception changes when we help them start seeing math in the real world. You can have your students start noticing symmetry and angles in playground equipment or identify geometric shapes in buildings and bridges. These observations help students realize that math is used to design, build, measure, and solve problems in everyday life.

Modeling Connections to Strengthen Understanding Math

Helping students make meaningful connections requires intentional modeling. During math lessons, think alouds are a great way to demonstrate how connections work. As you solve a problem, you might pause and say something like, “This reminds me of when we used area models earlier in the year. Remember how we broke the rectangle into sections to multiply? That same idea can help us here.” Hearing those thoughts out loud helps students see the process of connecting ideas and gives them language they can start using themselves.

Another helpful strategy is using connection prompts, or sentence starters, during lessons. These short questions guide students as they begin practicing this type of thinking on their own. Prompts such as “What part of this feels familiar?” or “Where might we see this in real life?” encourage students to reflect on what they are learning. We can keep these prompts visible on anchor charts, bookmarks, or small cards that students can reference during lessons.

Over time, these small reminders help students build the habit of making connections automatically. Instead of seeing each lesson as a completely new challenge, they will start recognizing patterns across topics. This shift strengthens their understanding of math because they begin using prior knowledge to support new learning. The goal is not simply for students to complete math problems, but for them to truly understand the ideas behind them.

Real World Activities That Deepen Understanding Math

One of the most engaging ways to help students see connections is through real-world math activities. When students explore how math shows up in the world around us, they begin noticing concepts they may have overlooked before. Geometry is a great example of this because shapes, angles, and symmetry are commonly used in architecture and design.

An engaging way to help students notice these connections is through a find the geometry in architecture activity. Students will be able to examine real images of buildings and structures to identify geometric features. As they look at the architectural photos, they look for shapes, angles, lines, and symmetry that appear in the structures. The activity encourages students to see geometry in a completely different way.

Your students will complete a recording sheet in which they locate specific geometric features in the image. They might identify parallel lines in windows, outline and measure three angles, circle polygons they find in the structure, or locate lines of symmetry within the building. These tasks help students apply geometry vocabulary in meaningful contexts rather than simply memorizing definitions.

This type of activity works well after students have been introduced to basic geometric vocabulary. I recommend that students have prior knowledge of identifying features such as polygons, quadrilaterals, intersecting lines, angles, and lines of symmetry while recording their observations on a task sheet. The goal is not just to name shapes but to recognize how geometric concepts appear in real-world structures. I also recommend deciding ahead of time whether you want students to work in pairs to practice math talk or work independently. 

Activities like this help students move beyond memorizing vocabulary and instead apply their knowledge in meaningful ways. When students begin noticing geometric patterns in everyday structures, understanding math becomes clearer. Suddenly, math feels more like a tool they use to understand what's around them.

More Helpful Math Resources

If you are looking for more ways to help your students build stronger connections in math, be sure to explore the resources available in my TPT store. Inside my store, you will find a variety of math activities and classroom resources designed to help with understanding math through meaningful practice and clear visual support.

You will find activities that provide additional practice, visual supports like math posters that reinforce key concepts and math talk, and engaging tasks that encourage your students to apply what they are learning. These types of resources help your students see how mathematical ideas build on one another rather than feeling like separate units.

If you are ready to give your students more opportunities to practice making connections and strengthen their understanding of math, take a few minutes to browse my collection of resources. You may discover new tools that help your students feel more confident as they explore math concepts throughout the year.

Helping Your Students With Understanding Math

Helping students make connections in math is not an extra strategy added onto a lesson. It is a teaching approach that strengthens students' overall thinking about math. When we consistently encourage students to connect new ideas to prior knowledge, everyday experiences, and real-world situations, math begins to feel more logical and accessible.

Instead of viewing each topic as something completely new, students see how ideas build on each other over time. This approach helps them retain information longer than just memorizing. They are understanding how concepts fit together.

Creating opportunities for students to make connections can transform how math feels in the classroom. Their confidence grows as their knowledge increases, and math becomes approachable. Those moments of recognition lead them to truly enjoy and understand math.

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If you are looking for ways to help your students make stronger connections in math, be sure to save this post for later. Pinning it to one of your teaching boards on Pinterest makes it easy to come back to when you are planning lessons or looking for new ways to help your students with understanding math.

 

Strategically Using Technology in the Math Classroom

There was a time when adding technology to a lesson automatically meant adding engagement. My students were excited to open their devices. I loved the access it gave us to visuals, simulations, and real-time collaboration. On the flip side, I also noticed something else. The same devices that connected us to powerful learning tools were the ones my students used for video games, texting, and scrolling at home. The line between learning tool and entertainment device was blurry for them. If I am being honest, it was blurry for me at first, too. That is when I realized that technology in the math classroom is not just about access or engagement. It is about setting expectations and helping our students see their devices as tools for thinking rather than distractions.

How Technology in the Math Classroom Has Evolved

When I first started teaching, technology in the math classroom often meant projected notes or showing a tutorial video. My students watched, copied, and practiced. It was helpful, but it was still mostly teacher-centered. It sometimes felt like a digital worksheet instead of a meaningful exploration. You may have experienced something similar, especially if your school was just beginning to increase device access.

As access improved and more classrooms moved toward consistent device use, I had to rethink how I used technology in the math classroom. Instead of having my students passively consume content, I wanted them to create, model, and explain. You can now have your students build graphs, analyze representations, and collaborate on shared slides in real time. The shift from consumption to creation is where the real power lies. When your students generate their own math representations, they begin to see connections rather than memorize steps.

That evolution also forces us to rethink balance. I never wanted technology to replace notebooks, discussion, or hands-on thinking. I had to learn how to use technology in the math classroom as a tool that amplified reasoning. You can still have your students sketch by hand, write explanations, and justify their thinking. Technology provides additional ways for them to see patterns and compare ideas. When you approach it this way, it feels less overwhelming and much more purposeful.

The “Why” Behind Technology in the Math Classroom

Technology is evolving quickly, and your students are growing up surrounded by it. I realized that sidestepping it was not the answer. I needed to model how to use technology thoughtfully and academically. Technology in the math classroom is not about flashy tools or constant screen time. It is about deepening reasoning and expanding representation.

When your students connect real-world stories, analyze structured prompts, and defend their reasoning amongst their peers, they are doing meaningful math. Technology gives them more opportunities to see patterns, revise thinking, and collaborate. It allows you to capture multiple strategies in one place so everyone can learn from one another. That kind of visible thinking builds confidence.

Let's take a look at how you can incorporate technology into your math lessons without it "taking over." Here's an example of how I used technology in a new way to take my graphing unit to the next level.

Using Graphing Stories to Make Abstract Concepts Concrete

One of my favorite ways to use technology in the math classroom was through Graphing Stories. Instead of starting a functions unit with definitions and formulas, I began with motion. I would play a short video showing a real-world scenario and ask my students to sketch what they thought the graph would look like. They had to think about whether the situation represented an increasing, decreasing, or constant relationship. 

If you want to try this, start by projecting a Graphing Story video and pausing it at key moments. Ask your students to predict what the graph will do next and justify their thinking in their notebooks. Give them time to compare answers with a partner before revealing the full scenario. You will immediately see misconceptions surface, and that is a good thing. Those conversations are where the real learning happens.

When you use this approach with your students, you'll notice a big difference in how they talk about slope and rate of change. They'll be able to explain how the motion in the video caused the graph to increase or level off. You can use these videos to launch a unit, review before an assessment, or check for understanding during a lesson. Technology in the math classroom serves as a bridge between real-world experiences and formal mathematical language.

Pairing Graphing Stories with Snapshot Math for Deeper Discussion

After your students sketch their graphs from a video, don’t stop there. The learning happens when they analyze and defend their thinking. This is where Snapshot Math comes in. After you have introduced the concept of functions, you can project a Snapshot Math slide on the board as a warm-up to your lesson or as a way to wrap up class. Have your students record their responses in their math notebooks. Then, take a few minutes to share ideas and complete the slide together. 

The Snapshot Math to Talk About – Functions resource includes prompts that push your students beyond surface-level answers. For example, your students will be asked to determine domain and range, apply the vertical line test, compare rates of change, and defend whether a relation represents a function. These are not quick-answer questions. They are discussion starters that encourage your students to justify and explain their ideas. 

The best part is the flexibility. You can project the digital version and annotate student thinking live. You can print a copy and slide it into a plastic sleeve for small group work, so your students can write and erase as they discuss. You can assign the digital slides if your students are working independently. When you pair Graphing Stories with Snapshot Math, you create a full learning cycle: experience, represent, analyze, and defend. That is intentional technology in the math classroom.

Balancing Paper and Digital in Your Math Classroom

I know there is often pressure to go fully digital, but I've never believed it's necessary. In my classroom, students still wrote in their math notebooks every day. They sketched graphs by hand, wrote explanations, and organized their thinking on paper. Technology in the math classroom supported that process instead of replacing it. That balance helped my students slow down and think carefully.

You can start small if you are feeling unsure. Project a Snapshot prompt while your students respond in their notebooks. Use a digital Graphing Story video, but require a hand-drawn graph. During small group instruction, provide a printed Snapshot in a plastic sleeve so your students can collaborate face-to-face. These small adjustments make technology feel manageable instead of overwhelming. You are still in control of the pacing and structure.

When you think about balance, always come back to the math goal. Ask yourself what you want your students to understand by the end of the lesson. If the goal is conceptual understanding of functions, technology should help your students visualize and compare relationships. If the goal is fluency, paper practice might be more efficient. Technology in the math classroom should always serve the learning objective, not distract from it.

Ready to Make Technology in the Math Classroom More Intentional?

If you’re ready to use technology in the math classroom more intentionally, take a look at my full Snapshot Math collection. You’ll find sets for functions, fractions, percents, area, circumference, and more. Choose the topic that fits your next unit and start building deeper math conversations right away!

Save for Later

If you are planning a functions unit or thinking about how to use technology in the math classroom more intentionally, save this post so you can come back to it when you are mapping out your lessons. It can be easy to fall into the pattern of using technology for convenience rather than for a purpose. Pin it now so when you are prepping your graphing or linear functions lessons, you have a clear plan for pairing Graphing Stories with structured math talk. 

4 Fun and Effective Ideas for Multiplication Fact Practice

When multiplication fact practice started to feel more like a chore than a challenge, I knew it was time to change things up. I wanted my students to understand multiplication more deeply, rather than relying solely on memorization. The magic happened when I focused less on speed and more on strategy. Once my students could explain their thinking and make connections, their fluency naturally improved.

The Why Behind Multiplication Fact Practice

For me, multiplication fact practice was never about who could finish first. It was about helping my students see how numbers worked together. When they understood what multiplication meant, they could reason their way through new problems instead of relying on memorization. That’s when fluency became meaningful.

The Common Core Standards and NCTM describe fluency as "flexible, accurate, and efficient." The focus is on thinking, and not solely speed. I completely agree. True fluency shows up when our students can look at 6 × 7 and think, “That’s 5 × 7 plus one more group of 7,” or when they can use a known fact to find an unknown one. That’s real number sense in action.

I used to tell my students that their goal wasn’t to beat the clock. It was to understand the why. Once they could reason through problems, their speed would improve naturally. They stopped fearing math drills and started looking forward to discovering patterns and shortcuts that made sense to them.

Rethinking Fluency

One of the biggest shifts I made was rethinking what fluency really looked like. I realized that speed alone didn’t tell the whole story. A student who solved slowly but used a strong strategy showed a deeper understanding than one who blurted out answers without thought.

In my classroom, I focused on building fluency through reasoning and critical thinking. I loved asking questions like, “How did you get that answer?” or “Can you think of a different way to solve it?” Those moments of reflection gave my students permission to slow down and reflect on their process.

Over time, something amazing happened. Once my students got comfortable using strategies flexibly, they naturally became faster. That confidence came from practice that emphasized meaning rather than strict memorization. Redefining fluency in multiplication fact practice allowed each of my students to feel successful, regardless of their starting point.

Multiplication Stories for Conceptual Understanding

One activity that helped strengthen understanding was Multiplication Stories, which encouraged students to think about multiplication in a different way. It provided students with the opportunity to create their own word problems using real-world data from tables, such as art supplies or groceries. The twist was that their story had to meet specific criteria, such as “the product must be even,” or “the answer must be greater than 20 but less than 35.”

I would have my students start by choosing two numbers from a table. Then, they would build a multiplication story around them. They wrote a detailed word problem, created a matching number sentence, and illustrated it with a drawing. The stories became mini math adventures, filled with creativity and critical thinking. Once they finished, they swapped stories with their classmates to solve the problem. This gave them an authentic audience for their work.

I loved how this activity naturally built math vocabulary. My students used words like "factor", "product", "even", and "multiple" in context instead of isolation. They were reasoning, writing, and problem-solving all at once. If this sounds like something you'd like to try in your own classroom, grab my free Multiplication Stories Freebie and give it a try!

Multiplication Fact Practice That Builds Confidence

While the multiplication stories helped students grasp the meaning behind the operation, they also needed frequent opportunities to apply this to help it stick. That’s where my Oh Deer! Multiplication Facts Practice Game resource came in. Instead of another worksheet, students were drawn into a quick draw style game that got them thinking, talking, and reviewing multiplication facts in a low-pressure way.

The game includes question cards that target key multiplication foundations such as repeated addition, skip counting, arrays, patterns, and simple story problems. Students take turns drawing cards and solving the problems. But. . . there's a fun twist that will make you say "Oh Deer!" just to keep the excitement and engagement high.

You can use this activity during math centers, small groups, or as a partner activity for early finishers. Because the questions emphasize the meaning of multiplication rather than speed, students get meaningful practice and grow more confident. 

This game gives you a seasonal, skill-focused way to build fluency without turning math into a race. Students feel successful, you get authentic practice, and everyone has a little holiday fun along the way.

Using Games and Movement for Multiplication Fact Practice

I’ve always believed that math should be interactive and engaging. This is what Multiplication and Division Facts Tic-Tac-Toe offers. This game turned fact practice into something my students genuinely looked forward to. Each partner took turns answering multiplication or division problems correctly to claim their space on the Tic-Tac-Toe board. The goal is to get three in a row while reviewing math facts.

The best part of this game-based multiplication fact practice is that it works for every learner. Your students who need extra support practice fluency without pressure. Those who are ready for a more challenging experience can play a faster-paced version. Since the resource includes both multiplication and division grids, it makes an easy bridge between the related operations.

I often used Tic-Tac-Toe as a math center, a warm-up, or even a math choice activity on Fridays. It encouraged collaboration, conversation, and laughter while naturally and authentically reinforcing fluency. Games like this reminded my students that practice doesn’t have to feel routine. Movement and play can be just as effective as pencil-and-paper practice. 

Visual Multiplication Fact Practice

For my visual learners, seeing the math made all the difference. This visual support for multiplication concepts can take many forms. I used number charts, arrays, and models to help my students make sense of multiplication relationships. When they could visualize the groups, products, and patterns, multiplication fact practice became much more meaningful.

One of my favorite visual activities is to show students a real-world application of math. Using this cupcake image, I helped my students think more deeply about math because they could see it. I always started with the open-ended questions that got students thinking about how the image could connect with the concept, in this case, multiplication. Our math talk conversations would be so rich as students made connections between what they knew and the picture. With this image, students would realize that the cupcakes looked like an array. This quickly helped them jump into creating an equation and seeing the patterns of 4s and 6s. This approach turned static numbers into patterns that my students could actually “see.”

The more I used this approach, the more my students began to notice patterns on their own. They started realizing that multiplication was all around them and that it wasn't just something they had to learn in math class. With this realization came a new excitement about multiplication and its usefulness. These visual math talk activities quickly became a highlight of our class.

You can easily use this technique in your classroom, too! Just grab a photo that shows an application of the math skill you are working on. For multiplication, photos of objects laid out in an array or in equal groups are the perfect starting point. But don't stop at multiplication, your students will love connecting many math concepts to real-world images.

The Real Goal of Practicing

At the end of the day, the goal of multiplication fact practice isn’t just memorization. It’s about reasoning with numbers, seeing patterns, and building confidence. Automaticity, the ability to recall facts quickly, is beneficial, but fluency is key. Fluency means being able to solve flexibly, accurately, and efficiently.

When we redefine fluency this way, we give our students the freedom to think. We create learners who can explain why something works, rather than simply repeating what they’ve been told. That’s where true understanding happens. That’s when math starts to click.

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Love these ideas for multiplication fact practice? Pin this post to your favorite math board so you’ll have it ready when you’re planning engaging activities for your students!

Helping Students Improve Their Math Mindset

Math can bring out strong emotions in our students. Some walk into the classroom with confidence, while others already believe they’re “not a math person.” That’s where the idea of a "math mindset" comes in. Shifting how our students think about themselves as math learners can completely change their experience. Instead of seeing mistakes and struggles as proof they can’t do math, they start to see those challenges as stepping stones to growth.

I love digging into this idea because it takes us beyond just teaching numbers and formulas. A math mindset is really about showing our students that they are capable, resilient, and creative problem solvers. Once they believe that, things start to fall into place.

What is a Math Mindset?

A math mindset is the belief that every student can learn and grow in math with effort, strategies, and persistence. It’s about helping our students understand that their brains aren’t fixed. Learning actually rewires the brain, making it stronger. For our students, that means mistakes aren’t the end of the road- they’re opportunities to learn.

When we teach with a math mindset in mind, we emphasize growth over speed or natural talent. We encourage our students to share their thinking, take risks, and see value in the process, not just the final answer. That shift can be a huge relief for our kiddos who have felt labeled by past experiences in math.

The best part is that a math mindset benefits every learner. The high-achievers realize it’s okay when they don’t get something right away. The students who have struggled begin to see that success is within their reach. It’s a win-win for the whole classroom.

Praise Effort to Build a Math Mindset

One of the most straightforward but most powerful shifts we can make is how we praise our students. Instead of saying, “You’re so smart,” we should highlight the effort, strategies, and persistence that students use. Comments like, “I love how you tried different approaches to this problem,” or “You’ve really grown in how you explain your thinking,” show our students that what matters most is the process.

I’ve seen this small change make a big difference. Students stop worrying so much about being right and start taking more risks. They realize it’s safe to try, to share, and even to fail along the way. That’s when real learning happens.

If you want to give this a try, start by noticing your own habits. Ask yourself: Am I praising effort or results? Shifting to effort-based praise is one of the easiest ways to strengthen a math mindset in your classroom.

Making Math Mindset Visible

A math mindset grows stronger when it’s something our students can see and hear every day. That’s why I made it a regular part of my classroom conversations. Teaching our students about the difference between a fixed mindset and a growth mindset gives them the language to reflect on their own learning. Visual reminders like these Growth Mindset Posters keep those ideas front and center.

Another strategy I found helpful is called "My Favorite No". The idea is simple. You want to take a wrong answer and use it as a teaching tool. Start by pointing out what your student did well. Maybe they chose the right strategy or set the problem up correctly. Then, walk through where the mistake happened. Instead of your students hiding their errors, they see mistakes as a valuable step toward understanding.

Don’t forget, our own attitude matters just as much. Approaching math with curiosity and openness can shift the classroom atmosphere. Even if math wasn’t something you loved as a student, fostering a can-do spirit helps your students believe success is possible.

Power of Grit and Productive Struggle

Struggling in math often gets a bad reputation. It’s actually a key ingredient in learning. A math mindset teaches our students that when things feel challenging, it’s not a sign to give up. It’s a sign their brains are growing. Productive struggle helps our students build grit, perseverance, and problem-solving skills they’ll use far beyond the classroom.

I’ve seen students who used to shut down when faced with challenging problems start to lean in once they realize that struggle is part of learning. It’s amazing to watch them develop confidence as they push through challenges and finally reach that “aha” moment. That persistence is what a math mindset is all about!

Math Identities and the Math Mindset

Every student brings a math identity into the classroom. Some arrive believing they’re “good at math,” while others already carry the weight of past struggles. These identities shape how our students see themselves as learners. They can impact how they approach every math problem.

We can help our students reflect on and reshape their math identities. Try prompts like “The important thing about math is…” or have your students brainstorm what mathematicians look and sound like. Activities like these uncover student perceptions and open the door for conversation about what math really is and who gets to be a mathematician.

It’s also important to remember that our own math identities as teachers play a role, too. When we recognize how our experiences with math shape our teaching, we can be more intentional about the messages we send. Building a math mindset starts with believing math is for everyone, including ourselves.

Ready to Get to Know Your Students' Math Mindsets?

If you want to tap into how your students feel about math right from the start, the Math Inventory for Upper Elementary Students is the perfect tool. This digital survey gives your kids the chance to reflect on their math identities while providing you with powerful insights to guide your instruction. It opens the door for meaningful conversations about math identities and growth. Grab your copy and start building a positive math mindset in your classroom today.

Building Math Mindset with Small Shifts

At the end of the day, a math mindset is about more than formulas or quick answers. It’s about shaping how our students see themselves as learners. When we praise effort, celebrate mistakes, and encourage persistence, we send the message that math is something every student can grow in.

The best part is that these shifts don’t require a total overhaul of your lessons. They’re small, intentional changes that add up over time. When your students begin to see themselves as capable mathematicians, you’ll see the difference in their confidence, their engagement, and their love of learning. That’s the real power of a math mindset.

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Want to come back to these ideas when you’re planning your next math lesson? Make sure to save this post to your favorite Pinterest board or share it with a teacher friend who’s also working on building a strong math mindset in their classroom.

Productive Struggle in Math

When differentiation was part of my classroom instruction, creating a learning environment with clear expectations was very helpful. One expectation I held for myself was creating opportunities for students to practice "productive struggle" in math. While the level of scaffolding varied based on readiness, I made sure not to take away the challenge or integrity of a math task. Productive struggle wasn’t about not helping or leaving students to figure it out on their own. It was about helping them develop the ability to persevere, even when the math became difficult.