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Luneta, K., & Ncube, M. (2025). Authors: Mildret ncube 1. Pythagoras -Journal of the Association for Mathematics Education of South Africa, 1012–2346. https://files.eric.ed.gov/fulltext/EJ1469567.pdf

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Current research emphasizes that mathematics instruction should focus on developing conceptual understanding, procedural fluency, strategic reasoning, and problem-solving rather than memorization alone (Luneta, K., & Ncube, M. (2025). Students learn mathematics most effectively when they actively explore ideas, communicate their thinking, collaborate with peers, and engage in meaningful tasks that connect mathematics to real-life situations. Teachers should ask purposeful questions, encourage multiple solution strategies, and provide opportunities for productive struggle while offering appropriate support.

Research also highlights the importance of equitable mathematics instruction (Renuka Vithal, Brodie, K., & Reshma Subbaye. (2023)). Every student deserves access to rigorous mathematical learning regardless of background, culture, language, or ability level. When teachers maintain high expectations and create inclusive learning environments, students develop greater confidence and stronger mathematical identities. Encouraging a mathematical mindset helps students understand that intelligence and mathematical ability can grow through effort, persistence, reflection, and effective learning strategies. As I continue this course, I will expand this section by incorporating mathematics standards, instructional strategies, and research-based teaching practices that support student achievement.

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Hello! My name is Haleigh Lopez. I am a future elementary Teacher who strongly believes that every child can be confident and successful in learning math. My ultimate goal is to create a classroom where students feel safe asking questions and learning from mistakes. I believe math should be engaging connected to students' everyday lives. This website shares my journey toward developing a mathematical mindset and my commitment to helping every student discover the joy of learning math.

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I am good at recognizing patterns and making connections between different math concepts.

I am very good at solving real-world mathematical problems and explaining my thinking to others.

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I believe every child has the ability to become a successful mathematics learner when provided with meaningful instruction, encouragement, and opportunities to think deeply about mathematical ideas. As a future elementary teacher, I want to create a classroom where students feel safe asking questions, making mistakes, and exploring different ways to solve problems. I believe mistakes are an essential part of learning because they help students develop perseverance, critical thinking, and confidence.

My classroom will emphasize understanding mathematical concepts instead of simply memorizing procedures. I want students to explain their reasoning, justify their solutions, and learn from one another through discussion and collaboration. By incorporating hands-on activities, visual models, technology, and real-world applications, I hope to make mathematics engaging and relevant for every learner.

I also believe that building positive relationships with students and families is essential for supporting mathematics achievement. Every student brings unique experiences, strengths, and perspectives to the classroom, and I will strive to create an inclusive environment where all learners feel valued and respected. I will maintain high expectations while providing differentiated instruction and appropriate supports to help every student succeed.

Developing a mathematical mindset will be an ongoing goal for both myself and my students. I will continue learning about research-based instructional practices, reflecting on my teaching, and seeking professional growth opportunities. I want my students to understand that intelligence is not fixed and that mathematical ability develops through effort, practice, collaboration, and persistence. By modeling curiosity, resilience, and enthusiasm for mathematics, I hope to inspire students to become confident problem solvers who enjoy learning and believe in their own abilities.

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I would like grow by working to improve my confidence when solving unfamiliar or complicated mathematical problems without immediately giving up or turning for help.

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Throughout my K–12 education, I have experienced very challenging moments while learning mathematics that alone has shaped how I want to teach this subject.

I can recall several memories where I was frustrated and mad because I couldn't understand the concepts I was being taught. I felt like I had to practice more and study more than my peers. I remember feeling proud when I mastered concepts and gained confidence. Those experiences showed me how practice and encouragement can build self-confidence.

At times, I really struggled to understand concepts and was often afraid of making mistakes especially in front of my classmates. Now, looking back, I realize that I viewed mistakes as failures instead of opportunities to learn. This inspired me to create a classroom where students feel comfortable taking risks and learning through productive struggle.

These experiences have helped me recognize the importance of creating a positive, supportive mathematics environment where all students feel capable of success.

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I have developed a strong belief that every student can learn math through perseverance, effective instruction, and meaningful learning experiences.

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I am going to continue to strengthen my ability to embrace mistakes as valuable learning opportunities and be able to model that mindset consistently for my students.

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Renuka Vithal, Brodie, K., & Reshma Subbaye. (2023). Equity in mathematics education. Zdm – Mathematics Education, 56. https://doi.org/10.1007/s11858-023-01504-4