Should Students Show Their Work in Math? What Teachers Should Actually Assess

Some math teachers insist students must always show their math thinking. Others argue that if the math answer is correct, that should be enough. When math grading practices don’t align with math learning goals, frustration grows — for math students and parents alike. The real issue isn’t compliance in math. It’s clarity about what we are assessing in math.

In this episode, we explore:

• The difference between assessing math fluency and assessing math understanding
• Why getting the right answer in math doesn’t always prove deep math understanding
• When requiring students to show their math thinking strengthens math learning
• When over-requiring explanation in math can harm math confidence and math identity
• How math leaders can support math teachers in aligning math learning goals, math success criteria, and math grading practices

Before grading the next math assessment, ask:
What was I trying to measure in math — accuracy or reasoning?

Your answer should determine whether students need to show their math thinking.

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Are you wondering how to create K-12 math lesson plans that leave students so engaged they don’t want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.