School of Practice How to Teach Deep Mathematical Thinking
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Mar 17, 2026 Jo Boaler, Stanford math education researcher and author focused on equitable, high-quality math instruction. She discusses rich tasks that spark reasoning and collaboration. She shows how to adapt mandated curriculum, invite visual proofs, and create space for deep group work and productive struggle. Practical tweaks that shift students into mathematical thinking are highlighted.
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Slowing Down Reveals Real Mathematical Reasoning
- Deep math learning requires slowing down so students reason instead of rushing through many short questions.
- Jo notes textbooks use imperative verbs and rarely prompt reasoning, so open questions are needed to elicit student thinking.
Using Art To Teach Fractions
- In Healdsburg schools teachers used art to teach fractions by asking students to estimate proportions of colors and then create artwork representing those fractions.
- This made fractions tangible and connected math to real visual examples students could discuss.
Start With An Ish Estimate
- Ask students for an "ish" estimate before calculating to reduce pressure and foster conceptual thinking.
- Jo reports students enjoy sharing my-ish numbers and become more willing to discuss and personalize their reasoning.