In their article “Creating Independent Learners in Mathematics Class,” published in The Math Practitioner newsletter of the Adult Numeracy Network, Brent E. Jackson, PhD (WestEd), along with Kim Mihalik and Haley McNamara (WestEd), argue that success in mathematics shouldn’t just be about getting the right answer. Instead, the focus should be on developing students into independent thinkers who can learn on their own.
This is especially important in adult basic education (ABE), where students have diverse goals, such as advancing their careers or becoming more involved in their communities. To achieve these ambitions, they need the ability to learn independently, not just memorize steps.
Why Independent Learning Matters
Independent learners don’t wait to be told what to do. They:
- try different strategies when faced with a challenge,
- monitor and adjust their thinking,
- persist through uncertainty, and
- apply what they’ve learned in new situations.
By contrast, dependent learners often rely on the teacher to carry the mental load. They may hesitate to begin tasks, seek constant reassurance, or disengage when they don’t immediately know what to do.
This isn’t a question of ability. It’s a question of opportunity. When students are consistently guided step-by-step, they may never develop the habits and confidence needed to think for themselves.
The Subtle Ways We Reinforce Dependence
Consider a common classroom interaction: a student is stuck, and the teacher steps in to help. The teacher asks a series of guiding questions, narrowing the path until the student arrives at the correct answer.
It feels supportive, and in many ways, it is. But it can also send an unintended message: You can’t do this without me.
When teachers do most of the thinking, such as breaking down problems, steering decisions, and confirming each step, students have fewer opportunities to grapple with ideas, make sense of mistakes, or build confidence in their own reasoning.
Over time, this pattern can reinforce dependence.
Shifting the Role of the Teacher
What happens when teachers step back just enough to let students step forward?
A shift in instructional approach, particularly in how teachers facilitate classroom conversations, can make a powerful difference. Three simple but impactful strategies can help:
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Invite Student Thinking
Instead of leading students toward a specific method, ask open-ended questions:
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- What are you thinking?
- Can you solve it differently?
- What questions do you have about this approach?
These prompts create space for students to share their ideas, even if they’re incomplete or incorrect, and position their thinking as central to the learning process.
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Use Wait Time Intentionally
Silence can feel uncomfortable, but it’s essential for thinking. Giving students time to process a question signals that effort matters more than speed. It also allows them to develop strategies for getting unstuck, without immediate intervention.
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Engage with Peer Reasoning
Encourage students to interact with each other’s ideas:
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- Compare different methods
- Ask clarifying questions
- Agree or disagree, and explain why
When students analyze and build on others’ thinking, they deepen their own understanding and begin to see themselves as capable contributors.
The Role of Productive Struggle
One of the biggest tensions teachers face is knowing when to step in. Time is limited, and watching students struggle, especially when they’re heading in the wrong direction, can be difficult. But not all struggle is a problem.
Productive struggle is where real learning happens. When students test ideas, make mistakes, and revise their thinking, they build stronger connections and greater confidence. They also begin to trust their own ability to figure things out.
The key is not to remove struggle, but to support it. Creating a classroom culture where mistakes are normalized and effort is valued helps students stay engaged, even when the path isn’t clear.
Building a Culture of Independence
Instructional strategies alone aren’t enough. Students need an environment where they feel safe to take risks and where their contributions matter.
Approaches like the Cultivating Inclusive, Resilient Communities of Learning (CIRCL) framework emphasize:
- A sense of belonging
- Reduced anxiety around math
- Encouragement of a growth mindset
When students feel supported socially and emotionally, they are more willing to participate, persist, and take ownership of their learning.
Reflection: The Starting Point for Change
Perhaps the most powerful insight is this: small shifts in teaching practice can have a big impact, but they require intentional reflection.
Recording lessons, analyzing questioning patterns, and asking “Who is doing the thinking?” can reveal habits that either support or hinder independence.
The goal isn’t to step away entirely. It’s to shift from being the primary problem-solver to a facilitator of thinking, someone who creates the conditions for students to do the cognitive work themselves.
Rethinking Success in Math Class
If we want students to succeed beyond the classroom, we need to redefine what success looks like within it. It’s not just about correct answers. It’s about confidence, persistence, and the ability to learn independently.
When educators embrace this shift, math classrooms become more than places where problems are solved—they become spaces where learners are built.
For a deeper look at classroom examples, teacher reflection, and discourse strategies in practice, read Creating Independent Learners in Mathematics Class in The Math Practitioner newsletter of the Adult Numeracy Network.
The ANDE project is funded by the Institute of Education Sciences in the U.S. Department of Education (Award #R305N210029).
To learn more about ANDE and other research work that Carnegie Math Pathways at WestEd is engaged in, sign up for our In Sum newsletter.
