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So many of my students did not feel confident about their math identity. They really did not love math.

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Even though not all of my students LOVE math the majority of them feel more confident and are willing to share their thinking.

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Students would come in with a "I can do math" and "I can't do math"

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My students may not have been comfortable asking questions out loud or of each other.

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Students have a thinking that they have something to contribute and they have more to learn.

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Many of my students were, at best compliant, and at worst disengaged.

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Student feel comfortable talking to each other about their questions and concerns. They will talk to their groups before asking me.

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Students would work quietly, afraid to talk to each other about the math.

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Students would not want to participate and/or get out of their seats.

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Students are willing to help each other and feel comfortable sharing their ideas to move forward in their learning

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Student Math Identity was not really something that I thought about

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Now my students are at the very least engaged with the material, and some even are passionate about this style of learning.

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Students would rather work in small groups or be up and moving around the room.

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What's math identity?

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I would represent math in one or two ways. Not always tying concepts together.

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I did not use as many real world applications and students may not have realized how things relate beyond just the problem.

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I am conscious of how I interact with students and how it might impact them

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Experience First Formalize Later has been helpful for my students to make connections with the topics we are studying.

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I now have tools to provide different activities and representations to support concepts. Having students investigate different representations and guiding them to tie together the lesson.

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Students thought of themselves as either good at math or bad at math

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Aha...I see why this is important to student learning.

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I would call on students I know have the right answer.

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Engagement was students doing what they were supposed to

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I engage the students in more of a discussion and allow for all students to have a voice and build everyone's math identity.

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I always tried to find new ideas of how to be a better teacher, however I did tend to stick to what I was used to.

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Now students know that learning is about the journey and not the destination.

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It's my time, not yours!

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I would only use one or two representations within a lesson.

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Engagment is students doing what they need to

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I am continuously pushing myself to find new approaches to get students involved in their learning. I am also pushing myself to try strategies that are outside my comfort zone.

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Students must be possessive of their learning and I'm guiding the process.

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I understood importance of this.

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Now I try to represent multiple ways of interacting with the material. I use different methods, and activities even within 1 lesson.

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Multiple representations just meant tables, graphs, equations

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I take more time to make this a reality in the classroom.

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Multiple representations includes tables, graphs, equations, pictures, applications, technology, manipulatives, the possibilities are endless!

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I didn't really know where students were at, until the test. And it was usually too late by then.

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I feel like I could predict the grades of my kids without looking at the results of a test. I see so much of their activity throughout the unit.

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I used to never really consider math identity.

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There was a large portion of students that did not enjoy math, and would mention previous experiences that turned them off from math.

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I now make math identity an every day part of my classroom. Students feel more confident than they used to.

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Many students did not think of specific learning intentions/success criteria and it was more tied to the unit in general.

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While many still feel like they struggle in math, I think they enjoy coming to class and have more of a positive mindset towards math.

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Many disengaged and hesitant to share their thoughts.

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Students have always been engaged but I didn't always push them in their classroom.

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I use way more strategies on a given day.

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Students now tie what they are doing more to specific standards. There is a greater awareness of all of their plate and more able and willing to communicate areas of strength and weakness to others.

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Students feel more comfortable sharing with the class, and are more willing to engage in the lesson.

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I would mostly use direct instruction.

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I used to only use the representations necessary to present content.

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I now use and connect representations in order to show students the content.

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Students engaged more in the ideas of the unit and thought of the unit less cohesively.

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I still use direct instruction, but also a lot more vertical spaces, exploration, and other representations.

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Students view the unit as more of a unit and are willing to get involved with others more and the material more and to admit mistakes or areas of growth/struggle.

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I would let the usual students participate and carry the workload of the entire class. Now I use cold calling more effectively to hear from other students.

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As a teacher I was less aware of all questioning and its impact. I also was less conscious of how the structure of the lesson and the ideas and plannning of the day could be better maximized for impact.

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As a teacher, I am more aware of so many factors that drive the classroom experience and can facilitate greater conceptual understanding and ultimately, learning and success for my students. I am also more likely to try new things.

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I would often call on students who I felt could lead the way and knew all that was going on.

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I am more aware at the specificity of my cold calling and response.

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Students would look to the teacher for confirmation or answers.

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Students look to themselves and their peers to process through to get the answers.