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- Provides opps/safe space to lean on personal assumptions, learned definitions, and experience in established results.
- Choose cases and counterexamples
- Safe space to justify, communicate and respond (compare, distinguish, critique (flaw))
- Decide what makes sense and voice questionsCritiquing as opposed to connecting - for learning 
- Multiple ways to represent can value their belonging.
- Familiar tools like 3-read protocols, rough draft thinking applies by revising multiple representations to consider others’ thinking. 
- Identity is developed through opportunities to give feedback and participate

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The presentation of one’s identity to oneself and to others, combining identity (who we are) with what we can do (agency). Agency is evident in a student’s self-awareness and self-management, and his/her sense of confidence and knowledge about academic work.

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The dispositions and deeply held beliefs that students develop about their ability to participate and perform effectively in mathematical contexts, and their ability to use mathematics in powerful ways across the contexts of their lives.

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Discourse includes ways of representing, thinking, talking, agreeing, and disagreeing— the way ideas are exchanged and what the ideas entail; and as being shaped by the tasks in which students engage as well as by the nature of the learning.

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“Belonging is a sense of fitting in or feeling like you are an important member of a group.” (vocabulary.com)
“To be a member of (a club, organization, etc.)” (Merriam Webster Learner's Dictionary)

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Math is something humans do naturally. You are a math person because you are human.

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Belonging
Belonging
“Belonging is a sense of fitting in or feeling like you are an important member of a group.” (vocabulary.com) 
“To be a member of (a club, organization, etc.)” (Merriam Webster Learner's Dictionary) 
Making sense of the world around you and critiquing stuff would certainly would help the agency.
Making sense of the world around you and critiquing stuff  would certainly would help the agency.
Discourse Rubric
Discourse Rubric
In Principles to Actions, NCTM calls out the 8 Math Teaching Practices.  One of these practices is providing rich math discourse opportunities for students.  There is a discourse rubric in this text that calls out many of these items as a way of facilitating the math learning.  The final column of this tool calls out specifically the shift from teacher as the holder of all knowledge to the students becoming math learners and leaders in the classroom.

Constructing viable arguments and critiquing the reasoning of others.

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Making sense of the mathematics (is the problem written in such a way that makes me feel like I don't belong because I don't have the background knowledge) For example, skiing examples when learning slope; skateboarding....

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CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

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When students have the opportunity to share their thinking and have a safe space to critique others, we welcome agency, identity and belonging to a group willing to be honest and open.

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SMP 3- Discourse, Belonging, Identity, Agency

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SMP 3- Discourse, Belonging, Identity, Agency

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By sharing one's own thinking and strategies, students take ownership of the mathematics.

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The practice of constructing viable arguments and critiquing reasoning of others....

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The practice of constructing viable arguments and critiquing reasoning of others....

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Allows students to IDENTIFY with the situation, create AGENCY in sharing, contribute to DISCOURSE, and create a community of learning - BELONGING.

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SMPs allow for reasoning in a variety of ways... agency

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SMPs allow for reasoning in a variety of ways... agency

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SMP 3 constructing viable arguments and critiquing the reasoning of others. Explaining and describing thinking.

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Engaging in mathematics through routines that develop sense-making and strong discourse helps students build agency and identity as mathematicians.

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Discourse - MP 3 is directly about making arguments and critiquing reasoning, but in MP 5 and MP 6 are critical tools in enabling good argumentation and reasoning.  Using mathematical tools effectively and having the necessary mathematical language to express mathematical thinking are the building blocks.

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Discourse - MP 3 is directly about making arguments and critiquing reasoning, but in MP 5 and MP 6 are critical tools in enabling good argumentation and reasoning.  Using mathematical tools effectively and having the necessary mathematical language to express mathematical thinking are the building blocks.

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Students are invited, and encouraged to bring their whole selves to the math conversation.

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Identity - MP1 Make sense of problems and persevere in solving them.

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Identity - MP1 Make sense of problems and persevere in solving them.

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Making sense of the world around you and critiquing stuff  would certainly would help the agency.

# data[].attributes.subject
Making sense of the world around you and critiquing stuff  would certainly would help the agency.

# data[].attributes.body
In Principles to Actions, NCTM calls out the 8 Math Teaching Practices.  One of these practices is providing rich math discourse opportunities for students.  There is a discourse rubric in this text that calls out many of these items as a way of facilitating the math learning.  The final column of this tool calls out specifically the shift from teacher as the holder of all knowledge to the students becoming math learners and leaders in the classroom.

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Constructing viable arguments and critiquing the reasoning of others.

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Modeling with mathematics. Engaging in mathematics related to the real world.