I remember the first time someone told me I needed to “increase rigor” in my math instruction. I nodded like I knew what that meant, but if I’m being honest? I wasn’t totally sure. I thought rigor just meant making things harder. More problems. More steps. More… stress?
Turns out, that’s not it.
Rigor isn’t about giving your students trickier math. It’s about helping them think more deeply. It’s giving them time to solve problems in their own way, to explain their thinking, and to stay with the math even when it gets uncomfortable. That part took me a while to figure out.
But once I did? Things shifted. Here’s what math rigor looks like in my classroom now—without fancy programs, hours of prep, or totally rewriting what I’m already doing.
Start by Making It Feel Like Their Math
When a student feels like a problem has nothing to do with them, they’re less likely to engage with it. I’ve noticed my class responds way better when the math feels connected to something they recognize.
We’ve used multiplication to figure out how many snacks we’d need for a class party. We’ve calculated how many chairs we could fit in the classroom if we rearranged it. One group even used fractions to figure out how much time was left in the school day. It doesn’t have to be groundbreaking—just familiar enough to make them care.
Focus Less on Speed, More on Thought
A few years ago, I would’ve said a “successful” math lesson meant kids got the answers right and didn’t need much help. But now? I pay way more attention to the conversations they’re having.
I’ll ask, “How did you solve that?” or “Is there another way to get the same answer?” Sometimes I’ll toss out a problem and ask them to solve it two different ways. Not because I need both solutions—but because I want to see how they’re thinking.
That’s where the rigor lives. Not in the answer, but in the reasoning.
Let Them Get Stuck (Even If It Feels Uncomfortable)
I’ve had to train myself not to rush in when I see a student struggle. It’s so tempting to help, especially when you know they’re capable. But what I’ve learned is that real growth happens in those moments where they almost give up, but don’t.
I’ll say, “Tell me what you do know,” or “What part is confusing right now?” I’m not expecting them to solve it perfectly—I just want them to stay in the struggle long enough to realize they’re capable of figuring it out.
Give Them Space to Talk
Math is often treated as quiet work. But the more I let my students talk about math, the more they understand it. We use partner shares, small groups, even “math walks” where they move around the room and talk to classmates about their strategies.
I keep sentence starters posted like:
- “I noticed ___.”
- “I used ___ strategy.”
- “I don’t get ___ yet, but here’s what I do know.”
It’s messy sometimes. But honestly? The noise is worth it.
You Don’t Need a New Curriculum to Do This
One of the biggest mindset shifts for me was realizing I didn’t need to reinvent the wheel. I just needed to use what I already had… differently.
That might look like:
- Taking a worksheet and having students explain why each answer is right or wrong
- Removing multiple choice options so they have to come up with answers on their own
- Asking them to write a new problem that matches the same concept
These are little tweaks, but they invite a lot more thinking.
Final Thoughts
Making rigorous math accessible doesn’t mean giving every student the same challenge. It means giving every student the chance to think, to reason, to wrestle with the problem a little bit—and to come out the other side with more confidence.
It’s not about perfection. It’s about persistence.
You don’t need to overhaul your entire math block. You just need to give your students room to think more deeply, and remind them (and yourself) that struggle is part of the process.
If that’s happening in your classroom? You’re already doing it.
