Provide educators with the skills to create a student-centered mathematics classroom in which students connect mathematics to real-world ideas, communicate their mathematical thinking, and persevere in problem-solving.

Focus Area

Student-Centered Mathematics

The Phases of a Successful Implementation

Intentionally shifting to student-centered math practices requires buy-in from across your district, differentiated training for teachers of multiple subject areas, support for leaders, and a clear plan for how to measure success. Our professional learning plans are built from four key phases to support these changes from implementation to continuously improving lasting changes in practice.

Create Your Professional Learning Hub with the BL Lab

The BL Lab serves as the core foundation of your professional learning program. Teachers use the BL Lab to find timely strategies they can use immediately, to work with their coach, and to track their progress towards their professional learning goals.

Instructional leaders gain access to a large library of online courses to drive self-directed learning in PLCs or to provide new teachers with extra support throughout the school year. 

Administrators have a comprehensive view of their professional learning programs and clear access to the progress of multiple educator cohorts.

See How the BL Lab Works

The Phases of Student-Centered Mathematics

Launch

Launching a student-centered math initiative starts with bringing your team together in-person to learn new concepts, language, and foundational practices around student-centered math practices. Launch experiences include the teachers and leaders who will work together toward the common goal of improving student-centered math instruction across the district.

Designing Problem-Solving Math Communities | In-Person
Educators will explore the conditions and strategies that support students to engage in problem-solving for deeper learning and build a plan to promote and support reasoning and problem-solving.

Designing Meaningful Mathematical Discourse | In-Person
I facilitate mathematical discourse that helps students learn with and from each other.

Planning

Teachers work with a coach who has experience with student-centered math practices to select purposeful classroom tasks, anticipate common errors, and choose instructional routines that support the mathematical abilities of all students. Coaches use the Try-Measure-Learn approach to provide support personalized to the individual educator to work towards specific outcomes in the classroom.

1:1 Job Embedded Coaching | Virtual
Educators work with a coach to create sustained shifts in practice aligned to target outcomes using our Try-Measure-Learn approach.

Assess Progress

Leaders build their capacity to enact changes by understanding what success looks like in the classroom and use data to make informed professional learning decisions. Learning Walks are a non-evaluative collaborative experience that brings leaders together to observe math classrooms, acknowledge student-centered math practices, and create a tailored learning plan to support teachers.

Learning Walk Cycle | In-Person
Leaders can identify evidence of the target outcomes in the classroom and in student learning.

Targeted Support

Bring together the educators who will be enacting changes in math classrooms at collaborative Virtual Workshops throughout the school year. Beginning in year 2 of your student-centered math initiative, teachers will work together to choose outcomes to work towards, create actionable next steps, and build a plan to reflect on student results for a lasting change in practice.

Year 2

Getting Started with Student Centered Math | Virtual
I support students to learn about math concepts in a way that fosters student ownership.

Facilitating Mathematical Discourse | Virtual
I facilitate mathematical discourse that helps students learn with and from each other.

Scaffolds and Choice to Support Math Learning | Virtual
I use scaffolds, differentiation, and choice to support all students to engage meaningfully with mathematics.

Using Visual Representation to Support Math Reasoning | Virtual
I use visual representations in order to support students’ mathematical reasoning.

Deepening Math Thinking with Math Language Routines | Virtual
I use the Math Language Routines to help students communicate about and understand math concepts.

Year 3

Humanizing Math Class to Create Positive Learning Experiences | Virtual
I support students to develop positive beliefs about math and about themselves as mathematicians.

Build a Comprehensive Learning Plan, Tailored to your District’s Needs

The typical arc to implement a change in practice can be one to three years, depending on your district’s goals and size. Our comprehensive learning plans incorporate in-person, virtual, group, and self-directed learning experiences throughout the full school year to help educators build upon previous learnings and turn strategies into results in the classroom. Our team works with your district to create a learning plan that’s tailored to your district’s strategic plan, and includes a mix of learning experiences backed by research and focused on desired outcomes.

Focus on Achievable Outcomes


Outcomes are the measurable goal of all of our learning experiences. Each experience works towards an outcome that makes the change in practice sustainable and impactful for students and teachers. For Student-Centered Math, we focus on helping educators achieve the below outcomes.

Math language routines icon

Communicating Mathematical Thinking

Outcome: I create an environment that encourages students to communicate their mathematical thinking with each other.

Representations and reasoning icon

Promoting Reasoning and Problem-Solving

Outcome: I engage and support students in lessons that promote reasoning and problem-solving.

Humanizing math icon

Humanizing Mathematics

Outcome: I support students in developing positive beliefs about math and about themselves as mathematicians.

Math discourse icon

Facilitating Mathematical Discourse

Outcome: I facilitate mathematical discourse that deepens student understanding.

“This Learning Series was awesome! I got so many new ideas and encouragement from other teachers. I feel supported and excited in finding new routines for my classroom.”

“I felt that I grew very much as an educator. My coach enabled me to take risks, build on my successes, and reflect on my challenges.”

Let’s Connect

Turn strategies into outcomes. Our team is here to help.

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Learning Strategies From Our Library

Teacher helping high school students with laptop and tablet

Notice and Wonder

Support students to enter the content by engaging in the I Notice, I Wonder protocol.

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Students use devices in a classroom.

Number Talks

Increase math fluency by discussing and critiquing structure, patterns, and mathematical properties.

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Kids building with blocks together.

Which One Doesn't Belong?

Help students reason mathematically by determining which figure, diagram, graph, or expression does not belong.

Learn More

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