C1.4
Valuing Student Thinking 

Integrating

The teacher actively affirms students’ mathematical competence (e.g., celebrates risk taking, elaborates on important ideas in incorrect work, values incomplete ideas or solutions, cites student ideas, prompts students to share what they heard and valued in other students’ work).

Students listen to, respond to, and value each other’s thinking, including incomplete responses.

Structures are in place for students to agree or disagree with peers and revise their thinking.

Implementing

The teacher centers discussions around student ideas and emphasizes making thinking visible. 

The teacher invites students to share incomplete, incorrect, and correct solutions and positions these solutions as learning opportunities. The teacher remains neutral when responding to student ideas and uses evidence from student thinking or past learning to respond. 

Structures are in place for students to agree or disagree with peers and revise their thinking.

Progressing

The teacher experiments with making thinking visible, but feedback is evaluative in nature (e.g., asks students to show their thinking but focuses the conversation on final answers).

Emerging

The teacher focuses on final answers over making thinking visible, or may be evaluative (e.g., judges student contributions in a way that inhibits students’ willingness to share thinking, praises only the students with correct answers).

⬜ Indicator not observed