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Identities can emerge in the form of stories that announce to the world who we think we are, who we want to become, or who we are not...

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"All students, in light of their humanity- their personal experiences, backgrounds, histories, languages, and physical and emotional well-being- must have the opportunity and support to learn rich mathematics that fosters meaning making, empowers decision making, and critiques, challenges, and transforms inequities and injustices.  Equity does not mean that every student should receive identical instruction.  Instead, equity demands that responsive accommodations be made as needed to promote equitable access, attainment, and advancement in mathematics education for each student." pg. 9

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What Is Identity, and Why Should Teachers Be Concerned about It?

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What Is Identity, and Why Should Teachers Be Concerned about It?

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"Identities can be defined as "the ways that people come to conceptualize themselves and others" and how they act as a result of those understandings (Cornell and Hartmann 1998, p. xvii).  Identities can emerge in the form of stories that announce to the world who we think we are, who we want to become, or who we are not...
"We believe that children's developing identities should be important considerations in the daily work of all teachers. Teaching involves not only developing important skills and conceptual understanding in mathematics but also supporting students' coming to see themselves as legitimate and powerful doers of mathematics." pg. 14

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"My name is Cordell, and I am an eighth-grade student at Memorial Middle School...
"When I was in fourth grade, I started getting into trouble because I was bored with school.  My teacher was teaching me things I already knew, so I would start playing around in class.  My mother thought I was not being challenged enough and that is why I got into trouble.  After a few conferences with the teacher and the principal, my mother felt that I should be tested for the AG [academically gifted] program.  The teacher and principal did not want to test me because they felt I was not gifted.  My mother things the reason they did not want to test me was because I am Black.  She stayed on the teachers and principals until I was tested.  I did well enough to be placed in the AG program midway through my fourth-grade year." pg. 15

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"We encourage teachers to take an active role in shaping positive mathematics identities among their students by also attending to the other identities that students are developing." pg. 20

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"Turner (2003), for example, has drawn on her work with Mexican American and Mexican children in the Southwestern United States to conceptualize critical mathematical agency as students' capacity to 'identify themselves as powerful mathematical thinkers who construct rigorous mathematical understandings, and who participate in mathematics in personally and socially meaningful ways.' (p. iv)." pg. 16

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From Limited English to Multilingual Language Brokers

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From Limited English to Multilingual Language Brokers

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"The label 'limited English' masks the multilingual backgrounds and experiences of many students.  The reality is that many of these children are positioned within their families as language brokers who must navigate nonschool contexts on behalf of their parents, despite their age and evolving development as English speakers." pg. 22

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"Procedures with connections and, especially, doing mathematics generally involve conceptual agency, with students being positioned to take initiative in constructing meaning and understanding of the methods and concepts that are subjects of their learning." pg. 17

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"Quite often, the discourse about students who come from backgrounds that are not middle-class or wealthy is characterized by negative assumptions about their skills, abilities, competencies and motivation...
"Studies...continue to challenge commonly held deficit views of children from poor and working-class backgrounds, students of color, and English leaders as automatically "at risk" by virtue of their racial, ethnic, and socioeconomic backgrounds and levels of English proficiency.  We argue that a focus on learning rather than on labeling is critical." pg. 24

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