Shifting the Lift in Mathematics: Empowering Students to Do the Thinking
Shifting the Lift in Mathematics: Empowering Students to Do the Thinking
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Brittany Pirtle , Bayside High School Mark Meader, Larkspur Middle School
February 2026
In many mathematics classrooms, teachers unintentionally carry most of the cognitive load. We model procedures, ask guiding questions that funnel students to answers, and step in quickly when students struggle. While well-intentioned, this approach can limit students’ opportunities to reason, problem-solve, and build mathematical confidence. Shifting the lift—moving the intellectual heavy lifting from teachers to students—is essential for meaningful and lasting math learning.
What Does Shifting the Lift Mean in a Math Classroom?
In mathematics instruction, shifting the lift means designing lessons where students are responsible for making sense of problems, selecting strategies, justifying reasoning, and evaluating solutions. The teacher’s role shifts from primary problem-solver to facilitator of thinking.
This does not mean leaving students unsupported. Instead, it means providing access through purposeful tasks, representations, and questions—without removing the thinking from the learner.
Three Ways to Shift the Lift in YOUR Classroom
Shifting the lift does not require abandoning structure or clarity. Small, intentional instructional moves can significantly increase student ownership.
1. Start with a Task, Not a Procedure
1. Start with a Task, Not a Procedure
Instead of beginning a lesson by modeling a formula or steps, present students with a meaningful problem.
Example:
To introduce solving systems of equations, pose a real-world scenario (such as comparing cell phone plans) and ask students to determine which plan is better and why. Students may use tables, graphs, equations, or reasoning—creating a natural entry point for discussion and comparison.
2. ASk questions that promote reasoning.
2. ASk questions that promote reasoning.
Shift from funneling questions to focusing questions that press students to explain their thinking.
What do you notice?
Why does this strategy make sense?
How do you know your solution is reasonable?
Example:
When solving integer operations, instead of correcting errors immediately, ask students to explain their model using number lines or counters and determine whether the result aligns with the context.
3. Embrace Productive Struggle
3. Embrace Productive Struggle
Allow students time to wrestle with challenging problems before intervening. Productive struggle helps students make connections and builds resilience.
Example:
During a lesson on proportional relationships, allow students to test strategies and revise thinking before introducing formal methods like unit rates or equations. Support with visuals or guiding prompts rather than solutions.
Moving Forward
Shifting the lift in mathematics is both a mindset and a practice. By consistently asking "who is doing the thinking?" educators can make small instructional changes that lead to powerful outcomes. When students are given the opportunity—and responsibility—to reason, explain, and persevere, mathematics becomes more than a set of steps. It becomes a discipline where students see themselves as thinkers, problem-solvers, and learners.
Check out the Coaches Corner in the DTAL February Newsletter for tasks created by your Secondary Mathematics Coaches in response to last year's assessment data.
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