Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) by Chapman, Sue; Burwell, Holly; Mitchell, Mary;

Short description:

Essential habits to build mathematical confidence and competence for all students!

It has been said that teachers make approximately 1,500 decisions a day. Given the volume of work, it is no wonder that these decisions are frequently made reflex-like and in the moment. By intentionally nurturing effective habits in students, as well as in teachers, we can make these decisions more deliberately and in so doing foster a positive relationship with mathematics that will set students on an unstoppable trajectory of math learning.

Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) focuses on developing eight essential habits that support mathematical competence and confidence in students. This resource is designed as a personalized, practice-based professional learning experience, leading you through a wealth of professional learning and application activities to support you in growing a specific math habit in your classroom to strengthen your students’ math learning and build your own efficacy.

The book offers the chance to “choose your own adventure” through three teacher inquiry options focused on a specific math habit:

• Give it a Go! (An Informal Exploration of a Teaching Action and Its Impact on Student Learning)


• Classroom Inquiry (A Classroom-Based Teacher Inquiry Project)


• Focus on Equity (A Teacher Inquiry to Notice and Disrupt Patterns of Inequity)

This book provides an actionable framework for improving math teaching and learning by

• Emphasizing a commitment to equity, because all students are capable of learning high-level mathematics when provided with access to high-quality instruction


• Helping teachers develop mindsets and habits to consciously reflect on their instructional practice to continually strengthen teaching effectiveness and student learning outcomes


• Curating short readings and practice-based professional learning activities that can be engaged in individually or collaboratively


• Highlighting the importance of celebrating growth and the role of teachers in nurturing good habits in their students


• Offering a guide to coaching the habit through a process called Notice, Nurture, Name, and Nudge

Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) is grounded in the unwavering belief that all students are math-capable and all teachers can effectively teach mathematics. The book can be used individually by elementary school teachers and education leaders at school and district levels or in collaborative professional learning settings. It is an excellent companion to Holly Burwell and Sue Chapman’s book Power-Up Your Math Community (Corwin, 2024).

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Long description:

Essential habits to build mathematical confidence and competence for all students!

It has been said that teachers make approximately 1,500 decisions a day. Given the volume of work, it is no wonder that these decisions are frequently made reflex-like and in the moment. By intentionally nurturing effective habits in students, as well as in teachers, we can make these decisions more deliberately and in so doing foster a positive relationship with mathematics that will set students on an unstoppable trajectory of math learning.

Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) focuses on developing eight essential habits that support mathematical competence and confidence in students. This resource is designed as a personalized, practice-based professional learning experience, leading you through a wealth of professional learning and application activities to support you in growing a specific math habit in your classroom to strengthen your students’ math learning and build your own efficacy.

The book offers the chance to “choose your own adventure” through three teacher inquiry options focused on a specific math habit:

• Give it a Go! (An Informal Exploration of a Teaching Action and Its Impact on Student Learning)


• Classroom Inquiry (A Classroom-Based Teacher Inquiry Project)


• Focus on Equity (A Teacher Inquiry to Notice and Disrupt Patterns of Inequity)

This book provides an actionable framework for improving math teaching and learning by

• Emphasizing a commitment to equity, because all students are capable of learning high-level mathematics when provided with access to high-quality instruction


• Helping teachers develop mindsets and habits to consciously reflect on their instructional practice to continually strengthen teaching effectiveness and student learning outcomes


• Curating short readings and practice-based professional learning activities that can be engaged in individually or collaboratively


• Highlighting the importance of celebrating growth and the role of teachers in nurturing good habits in their students


• Offering a guide to coaching the habit through a process called Notice, Nurture, Name, and Nudge

Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) is grounded in the unwavering belief that all students are math-capable and all teachers can effectively teach mathematics. The book can be used individually by elementary school teachers and education leaders at school and district levels or in collaborative professional learning settings. It is an excellent companion to Holly Burwell and Sue Chapman’s book Power-Up Your Math Community (Corwin, 2024).

Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) is a powerful guide to providing high-quality math learning opportunities for all students. Packed with practical tools and actionable strategies, the authors thoughtfully unpack the eight habits in a way that supports students to develop mathematical proficiency and agency. This is a great book to anchor conversations with all stakeholders in education, from classroom teachers to coaches to administrators.

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Table of Contents:

Chapter 1: The 8 Habits of Highly Effective Math Students (and the Teachers Who Support Them)
Chapter 2: The Habit of Teacher Inquiry
Chapter 3: Getting Started
Chapter 4: I Expect Math to Make Sense
Chapter 5: I Love Challenging Math Problems
Chapter 6: I Learn From Math Mistakes
Chapter 7: I Talk About Math
Chapter 8: I Represent Math in Different Ways
Chapter 9: I Make Math Connections
Chapter 10: I Look for and Use Math Patterns
Chapter 11: I See Myself as a Mathematician

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