Have you ever thought that maybe we’re measuring the wrong things in math education? What if being “good at math” isn’t just about memorizing formulas and solving equations?
Today, I’m diving into Chapter 12 of Building Thinking Classrooms in Mathematics. It’s all about a pretty radical idea: focusing on skills like perseverance and collaboration. These might sound like soft skills, but the author argues they’re critical—not just for math, but for life.
Think about it: You don’t land a dream job just because you’re a whiz at formulas. You get there because you stick with tough problems and work well with others. The chapter even points out how traditional tests can hurt these essential skills. Tests often reward speed and memorization, yet we tell students to be risk-takers. That’s a paradox, isn’t it?
So, how do we shift this narrative? The author introduces the idea of co-created rubrics—a system where students and teachers collaboratively define what “good” looks like. Instead of a top-down approach, it becomes a shared language, empowering students to take ownership of their learning.
Here’s an example I love: A collaboration rubric for kindergarteners that uses stick figures. On one side, the figures are grumpy and working alone; on the other, they’re high-fiving and collaborating. It’s a visual spectrum that even young kids can understand, encouraging growth instead of labeling.
But let’s be real—teachers are busy. How practical is this? The key is to start small. Pick one skill, like perseverance, and build from there. It’s not about grading more; it’s about assessing differently. For example, the author suggests quick check-ins—just 15 minutes every few lessons—to reinforce that these skills matter.
And here’s a quote that resonated with me: “Students see that we value something if we are willing to spend time on it.” It’s so true. If we prioritize these competencies in the classroom, we’re teaching students how to succeed not just academically, but in life.
Imagine this in action. You’ve got a co-created rubric on the wall, and you ask your class, “How did you show perseverance today? What’s one thing you could do differently next time?” It’s not about judging; it’s about helping students reflect and grow.
For older students, the same principles apply—just adapted to their level. Instead of stick figures, you might use digital tools or create more sophisticated rubrics with infographics or videos. The goal is the same: meet students where they are and make learning relevant to their world.
Of course, creating rubrics for every competency might feel overwhelming. But remember: it’s about quality, not quantity. Start small, adapt existing rubrics, and make smart choices to fit your teaching. Even five-minute check-ins can make a big impact.
What’s powerful about this approach is how it turns learning into a shared journey. When students help create the rubric, they’re more likely to own the feedback and use it to improve.
And here’s where it gets really exciting: these ideas aren’t just for the classroom. Think about any skill you want to improve—public speaking, time management, or even cooking. What if you defined what success looks like and tracked your progress with a co-created rubric?
For example, let’s say you’re learning to cook. Instead of just following recipes and getting frustrated when they don’t turn out, you could focus on competencies like knife skills or improvising with ingredients. Collaborate with a friend to create a rubric, give each other feedback, and celebrate small wins.
It’s not about perfection—it’s about growth. These quick reflections and shared goals can transform how we approach learning, in and out of the classroom.
So, here’s my challenge for you: pick one thing you want to work on this week. Define what success looks like, involve others in the process, and set aside time for regular check-ins. Celebrate those small victories along the way.