Learning Forward
Equity and excellence in teaching and learning.
FOCUS
Steps to self-reliance
Coaching process strengthens math students' confidence
By Sue Chapman and Mary Mitchell
Categories: Coaching, Data, ImplementationDecember 2019
Vol. 40, No. 6
All teachers of mathematics want to know that our teaching is causing students to develop deep and lasting understanding of math concepts, fluency with mathematical procedures, competence in solving problems, and a positive relationship with mathematics. Unfortunately, the relationship between teaching and learning is not always clear. The dynamics of a classroom are complex, making it difficult to know which teaching moves lead to specific student outcomes. When we try to link our teaching to students’ learning, we may feel we are looking into a black box, a space containing countless elements that may or may not positively affect student achievement (Black & Wiliam, 2010). Through deliberate reflection, however, we can examine the influence of specific teaching practices on student learning outcomes (Huinker & Bill,
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
References
Black, P. & Wiliam, D. (2010, September). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Thousand Oaks, CA: Corwin.
Huinker, D. & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices. Reston, VA: National Council of Teachers of Mathematics.
Killion, J. (2008). Assessing impact: Evaluating staff development. Thousand Oaks, CA: Corwin.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
Sue Chapman (SueChapmanLearning@gmail.com) provides professional learning and coaching support to teachers and leaders nationwide and teaches preservice teachers at the University of Houston Clear Lake. She is the co-author of Power Up Your Math Community: A 10-Month Practice-Based Professional Learning Guide (Corwin, 2025) and Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) (Corwin, 2025). Sue is passionate about building capacity in educators, teams, schools, and districts.
Mary Mitchell (mmitchell@mathsolutions.org) is a lead instructional designer at Math Solutions.
Categories: Coaching, Data, Implementation
CURRENT ISSUE
Recent Issues
LEARNING WITH AI
February 2026
Generative AI can be a powerful tool for professional learning design and...
WHAT STUDENTS NEED NOW
December 2025
For all students to thrive, we need to understand who they are and what...
LEARNING COMMUNITIES FOR LEADERS
October 2025
Leaders need opportunities to connect, learn, and grow with peers just as...
MAXIMIZING RESOURCES
August 2025
This issue offers advice about making the most of professional learning...
