Reasoning and Discourse
Accuracy With Understanding
What Do Students Experience in Mathematics?
Sensemaking
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When students work on problems, do I see evidence they are being asked to think, not just mimic procedures or steps?
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Does success here mean understanding the mathematics—or simply producing the right answer?
Tools and Strategy Use
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Are students choosing tools (manipulatives, representations, digital tools, diagrams) to support their thinking — or being told which one to use?
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Do students have structured opportunities to share their thinking, respond to peers, and justify their ideas?
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What is the balance between teacher voice and student voice?
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Does accuracy alone determine who is seen as “good at math,” or are students valued for the reasoning and thinking that lead to understanding?
What Do Students Believe About Themselves as Math Learners? (ICUCARE®)
Include Others as Experts (I)
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Do students see themselves as contributors — or spectators?
Be Critically Conscious (C)
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How often do students who are typically quiet or underestimated have their thinking brought forward and discussed?
Understand Your Students Well (U)
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Do tasks and examples reflect students’ lived experiences or interests?
Use Culturally Relevant Curricula (C)
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Are students positioned as problem-solvers who can make decisions, critique ideas, and advocate for solutions that matter beyond the classroom?
Assess, Activate, and Build on Prior Knowledge (A)
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Are students’ existing ideas used as the starting point for learning—or is the lesson built on assumed knowledge some students may not yet have access to?
Release Control (R)
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Do students have meaningful choices in how they solve, represent, or communicate their thinking?
Expect More (E)
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What message does the classroom communicate:
“This is hard — and if you struggle, you’re behind,”
or
“This is challenging — and I believe you can grow through it”?