Aristotle reasoned, "We are what we repeatedly do. Excellence, then, is not an act but a habit."
Art Costa outlined 16 ways to think and behave in the midst of challenges. And eight of these habits of mind align with the Common Core State Standards for Mathematical Practice. After all, isn't our goal to develop mathematical thinkers? Or students who think and behave intelligently when encountering mathematical problems in learning and life?
Even the most cohesive set of standards supported by a well-designed progression can be delivered poorly and therefore certain to fail. The mathematical habits of mind are only developed through intentional instructional practices. Reflect on the strategies and methods used in your classroom to support teaching and learning (see this post to jump start your brainstorming process). Create a list of instructional practices and use the table below to analyze the strengths of each method.
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| Habits of Mind Analysis Tool |
For me, I think I am working hardest on "working for progress instead of one right answer" (P), "pose questions to prompt connections" (APK), "modeling graphically, algebraically, numerically and verbally" (TF), and "communicate with precise language and detail" (TC) with my 7th graders. I believe there is an element of all the others somewhere in my interactions with the students but I am sure I could strengthen them quite a bit more.
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