Abstract

The authors offer a model for an assets-based approach to academic programming that is responsive to students’ intellectual, social, and emotional developmental needs and is reflective and inclusive of students’ assets, students’ cultural backgrounds, and discipline-based standards. The three-part model, situated in the discipline of mathematics in the United States, describes ways the teacher can identify student assets, develop curricular materials (e.g., resources, lessons, units) that integrate student assets and disciplinary standards, and enact instruction incorporating and attending to student assets.