Communicating Student Learning in Math

Assessment to inform our instruction during math workshop is essential to build thriving mathematical communities and to ensure the individual needs of all of our children’s needs are being met. All this, while simultaneously acknowledging their strengths. Phew! This is no small task!

As we engage in this deep and challenging work, we must also consider how we are communicating our children's mathematical strengths and next steps with families through their Written Learning Updates, as well as in an ongoing way throughout the year. In this blog, I dive into some considerations and structures for communicating children’s strengths formally in a Written Learning Update to further enhance the home-school connection. 

One requirement in BC for a Written Learning Update is “Feedback describing student strengths, areas for future growth, and opportunities for further development” (K-12 Student Reporting Policy, British Columbia Ministry of Education). The above image, from our Student Reporting Policy, details the components of descriptive feedback.

A colleague of mine, Barb Lovich, has developed this very helpful chart detailing mathematical strengths using the book "Strength Based Teaching and Learning in Mathematics."

From the above image, using attitudes, habits, and competencies of mathematicians helps me to examine the holistic strengths of individual learners in my class, as well as create a frame for Written Learning Updates(WLU). For example, if I were writing a WLU comment for myself, it might look something like this: [Bracket indicate where I gathered/pulled the information from]

As a proficient mathematician, Kendra is curious about mathematical ideas and demonstrates strong collaboration by listening to and building on the ideas of others [Attitude and Habit + specific personal example]. During our multiplication investigation, she uses reasoning [Competency] to determine the best-fit strategy based on the numbers [Number Sense]. For example, Kendra often uses the over and adjust strategy for 9 times tables, thinking of it as a 10 times table minus one group [strategy from our class’ math goals and Pam Harris’ major strategies]. Over the summer, Kendra is encouraged to continue to extend her learning of multiplication by using her math eyes to find examples of and use multiplication in her daily life.

By thoughtfully assessing and communicating our students' mathematical strengths and areas for growth, we can foster a deeper connection between home and school. This approach not only acknowledges the unique abilities of each student but also provides clear guidance for their continued development. As we move forward, let's continue to prioritize meaningful, strength-based feedback in our Written Learning Updates, ensuring every child feels seen, supported, and inspired to excel in mathematics.