Beth McCord Kobett, EdD, is Professor of Education and Associate Dean at Stevenson University, where she leads, teaches and supports early childhood, elementary, and middle preservice teachers in mathematics education. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. Beth also served as the Director of the First Year Seminar program at Stevenson University. She recently completed a three-year term as an elected Board Member for the National Council of Teachers of Mathematics and was the former president of the Association of Maryland Mathematics Teacher Educators (AMMTE).  Beth leads professional learning efforts in mathematics education both regionally and nationally.  Beth is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM) and the Johns Hopkins University Distinguished Alumni Award. Beth also received Stevenson University's Rose Dawson Award for Excellence in Teaching as both an adjunct and full-time faculty member. Beth believes in fostering a strengths-based community with her students and strives to make her learning space inviting, facilitate lessons that spark curiosity and innovation, and cultivate positive productive struggle.

Foreword
Introduction - An Invitation to Turnaround
Why Strengths-Based Instruction?
Who is Strengths-Based Mathematics Teaching For?
What are Mathematics Strengths we See in Students?
Exploring Your Own Math Identity
Moving to a Strengths-Based Perspective
Practices that Build a Strengths Cycle
The Five Teaching Turnarounds
Chapter 1 - Identify Your Teaching Strengths
What Do You Believe About Your Students¿ Learning?
What Do Students Think You Believe?
Summary
Chapter 2 - Turnaround Mathematical Proficiencies, Processes, and Practices
Building Mathematical Proficiency Through a Strengths-Based Lens
Building Mathematical Practices and Dispositions Through a Strengths-Based Lens
Building Strengths in Problem Solving
Building Strengths in Communication
Building Strengths in Reasoning and Proof
Building Strengths in Connections
Building Strengths in Representations
Summary
Chapter 3 - Your Students' Mathematics Content Strengths
Building Mathematical Content Knowledge Through a Strengths-Based Lens
Building and Recognizing Strengths in the Meaning of Number and Operations and Algebraic Thinking
Count to show how numbers represent quantity
Count to show how numbers represent quantity
Develop Strategies to Add, Subtract, Multiply, and Divide
Building and Recognizing Strengths in Understanding Number and Operations - Fractions
Building and Recognizing Strengths in Geometry
van Heile's Geometric Conceptual Understanding Level 0: Visualization
van Heile's Geometric Conceptual Understanding Level 1: Analysis
Summary
Chapter 4 - Turnaround Grouping Practices
Planning Effective Strength-Based Instruction
Fixed versus Flexible Grouping Practices
Long-Term Whole-Class Ability Grouping
Small-Group In-Class Ability Grouping
Flexible Grouping Strategies
Strength's Based Flexible Grouping Practices
Mixed-Strength Whole-Group Instruction
Homogeneous-Strength Small Groups
Targeted Small Group Instruction Through a Strengths-Based Lens
Summary
Chapter 5 - Turnaround Tasks
High Cognitive Tasks
Turnaround a Task: Designing a Personalized, Strengths-Based Instructional Task
Individualized Personalization
Funds of Knowledge
Three Perspectives for Adapting a Task to Support Student¿s Strengths
Access and Equity
Mathematical Goals
Formative Assessment
Promoting Strengths Through Parallel Tasks
Exploratory Discourse About Tasks
Math Amendments: Revising the Task Solution
Summary
Chapter 6 - Turnaround Feedback
The Importance of Feedback in a Strengths-Based Classroom
Teacher-to-Student Feedback From a Strengths Perspective
Teacher to Student Feedback Loop
Elements of Teacher to Student Feedback
Student-to-Teacher Feedback from a Strengths Perspective
Prior to the Lesson
During the Lesson
Closing the Lesson
Student-to-Student Feedback from a Strengths Perspective
Classroom-Based Formative Assessment and Feedback
Observation
Interview
Show Me
Hinge Question
Exit Task
Summary
Chapter 7 - Turnaround Students' Identities
Windows and Mirrors
Our Teacher Mirror
Translation Task
Don¿t Miss an Opportunity to Recognize a Student¿s Points of Power
Students¿ Productive Dispositions
Students Self Analyze their Strong Points
Summary
Chapter 8 - Turnaround Professional Learning Communities
Supporting Teachers¿ Strengths
The Appreciative Inquiry (AI) Framework
Whole School Agreement
Summary
Chapter 9 - Turnaround Family Communication
Engaging Families in Strengths-Based Talk
Incorporating Family and Community Strengths
Working Together to Share Mathematical Ideas
Family Math Resources
Conferences with Family Members from a Strengths-Based Perspective
Summary
Epilogue - Turnaround Reflection
References

NEW COVID RESOURCES ADDED:  A Parent's Toolkit to Strengths-Based Learning in Math is now available on the book's companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together.

Your game plan for unlocking mathematics by focusing on students' strengths.

What if instead of focusing on what students haven't mastered, we identify their mathematical strengths and build on students' points of power? Beth McCord Kobett and Karen S. Karp highlight five key teaching turnarounds are presented: identify teaching strengths, leverage students' strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community. Each chapter provides opportunities to reflect and transfer practice while also sharing

·         Downloadable resources, activities, and tools

·         Examples of student work within Grades K-6

·         Real teachers' notes and reflections for discussion