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That everyone is a math person. We are wired to do math

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I want the student to develop a math identity that can problem solve and use skills learned in real-life. I want them to become lifelong learners.

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I want the student to develop a math identity that can problem solve and use skills learned in real-life. I want them to become lifelong learners.

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3: I want my students to feel confident in their ability to tackle tough problems.

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3: I want my students to feel confident in their ability to tackle tough problems.

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My calculus teacher drove it home that there is always more than one correct way to get to the answer.

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My calculus teacher drove it home that there is always more than one correct way to get to the answer.

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I want to cultivate a community of positive and safe math identities.

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I want to cultivate a community of positive and safe math identities.

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I want my students to develop their thought processes and learn how to share, develop and grow.

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I want my students to develop their thought processes and learn how to share, develop and grow.

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My HS Algebra II teacher taught math very clearly and was the best teacher ever. She inspired my math learning and that caring of math carried into college where other professors inspired me.

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It's ok to make mistakes.  It means I'm learning.

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It's ok to make mistakes.  It means I'm learning.

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I didn't like math in school and found it tedius and boring. I understand students who don't like math or find it dull. I try to make it more interesting, interactive, and related to real life.

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I want my students to have the identity that they can persevere through anything.  Especially my students that have a dislike for Math.

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I want my students to have the identity that they can persevere through anything.  Especially my students that have a dislike for Math.

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I observed that students sometimes don't have the courage to ask for help just like I did. That's why I encourage them to leave a note or ask after class for help if they are embarassed to ask.

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I observed that students sometimes don't have the courage to ask for help just like I did. That's why I encourage them to leave a note or ask after class for help if they are embarassed to ask.

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Having teachers who limited their teaching to the depth of content to the lowest or even the majority of the students allows me to share with students more difficult problems and encourages them to engage and not limit themselves

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Having teachers who limited their teaching to the depth of content to the lowest or even the majority of the students allows me to share with students more difficult problems and encourages them to engage and not limit themselves

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In my past, teachers have focused on good math students at those that understand math. If not, they will just have to work hard. My students start with having that same identity.