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

"Too many of us perseverate on "fixing" our students and ourselves. Focusing instead on the strengths students bring to the classroom and redirecting the effective practices we already employ, Kobett and Karp turn this thinking on its head. By leveraging their tools and protocols we can confront and unpack our beliefs, transform our instruction, and create the positive and supportive learning environments our students deserve. This is an indispensable resource for educators committed to ensuring that each and every student experiences joy, wonder, and success in mathematics!"