After more than 15 years in the classroom, I’m about to do something that feels completely new.

I’m teaching both Honors Algebra 2 and Grade-Level Algebra 2 at the same time.

And honestly?

I’m still figuring out what that should look like.

Not the standards, the content, or the curriculum.
The teaching.

While I’ve taught Algebra 2 before, this experience has me thinking differently about what an honors math class should actually be.

What should change, and what should stay the same?
How do we create more challenge without simply giving students more work?

Those are the questions I’ve been wrestling with.
(And I have a feeling I’m not the only teacher who has wondered the same thing.)

Should Honors Math Class Mean More Work?

For a long time, I think honors classes have often been viewed as the place where students simply get more.
More problems, assignments, homework, and content.
But the more I think about honors math class, the more I question that approach.

Rigor and volume are not the same thing.
Giving students more work does not automatically create deeper learning.

The question I keep coming back to is:
“What do honors students actually need?”

And my answer right now is:

“They need more opportunities to think.”

They need opportunities to:

• make connections
• justify their reasoning
• explore patterns
• generalize ideas
• engage with mathematics in a deeper way

That feels very different from simply increasing the workload.

What Should Stay the Same in an Honors Math Class?

Before thinking about what might change, I think it’s important to talk about what shouldn’t.

The foundation of good teaching stays the same.

I still want students to:

• think deeply
• explain their reasoning
• make sense of mathematics
• engage in productive struggle

That doesn’t change based on the label of the course.

Honors students still need support.
They still need a teacher who notices when they’re stuck, and clear expectations with meaningful feedback.

I think sometimes we assume advanced students need less support because they are capable.
But strong students are still learning.
They still need intentional instruction.

What Might Look Different in Honors Math

One area I’m thinking about more deeply is procedural fluency.

In my grade-level courses, there are some skills where I’ve become more comfortable prioritizing understanding over repetition.

But with honors students, I’m reconsidering some of those decisions.

Skills like:

• completing the square
• polynomial division
• symbolic manipulation
• algebraic fluency

These aren’t everything.

Understanding matters
But I also know many of these students are likely moving into future courses where those skills become increasingly important.

Precalculus.
Calculus.
STEM pathways.

So I’m thinking about how to balance both:
Deep conceptual understanding and the procedural fluency students may need later.

And honestly, I think that balance is where the best instruction happens.

Honors Math Should Not Just Mean Faster

Another question I’m thinking about is pacing.

I don’t think an honors math class should simply mean:
“Let’s cover twice as much content.”

Sometimes moving faster makes sense, especially when students are ready.
But speed alone does not create rigor.

The goal isn’t to rush students through ideas.
The goal is to give them more opportunities to explore those ideas.

One thing I’m already thinking about is how to use natural stopping points in lessons.

Maybe students complete a cool-down or reflection before moving forward.
Maybe there’s time to consolidate understanding before introducing the next challenge.

Because faster pacing should never come at the expense of mathematical sense-making.

The Questions I’m Still Wrestling With

One thing I appreciate about this season of teaching is that I don’t feel like I need to have every answer immediately.

I think sometimes we assume experience means certainty.
But honestly? The longer I teach, the more questions I find myself asking.

Questions like:

• How much procedural fluency do honors students need?
• How do we balance speed with understanding?
• What does meaningful rigor actually look like?

Those questions are shaping the way I’m approaching next year.
And I think that’s a good thing.

Because some of the best professional growth happens when we’re willing to admit we’re still learning.

The Bigger Goal: Better Mathematical Thinking

The more I think about honors instruction, the more I keep coming back to this:
Honors students do not need a completely different version of teaching.

They need different opportunities to engage with mathematics.

The goal isn’t to create more assignments.
The goal is to create richer experiences.

More opportunities for students to:

• defend ideas
• notice patterns
• make connections
• think like mathematicians

Because ultimately, that’s what we want students to experience.
Not just doing harder problems.
Understanding mathematics more deeply.

What I’m Still Learning

One thing National Board work has reminded me this year is that good teaching starts with reflection.

It starts with being willing to say:
“I’m still figuring this out.”

And I think that’s a good thing.

Being an experienced teacher doesn’t mean you stop learning.
It means you keep asking better questions.

As I prepare for next year, I don’t have a perfect formula for what honors math should be. but I’m excited to keep exploring it.

Because the question isn’t just:
“Should honors math be harder?”

The better question is:
“What kind of learning experiences do honors students actually need?”

Join the July Math Therapy Book Study

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We’ll be talking about:

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• the emotional side of learning mathematics

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Final Thoughts

Honors math should not be about adding more just because students are capable of more.

It should be about creating opportunities for students to think more deeply, connect ideas, and experience mathematics in a richer way.

And honestly?
That’s what I’m still figuring out.

Because good teaching is not about having every answer.
It’s about continuing to ask better questions.

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Listen to the episode: https://www.buzzsprout.com/2187419/episodes/19349696
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