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Students can be influenced by their parents' mathematical identity.

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Students can be influenced by their parents' mathematical identity.

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There are so many many ways to solve problems. Students need the freedom to choose their own methods whenever possible.

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There are so many many ways to solve problems. Students need the freedom to choose their own methods whenever possible.

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The discourse important b/c it can be a culture shock 

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The discourse important b/c it can be a culture shock 

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I think lots of times kids think being good at math = smart and being bad at math = dumb. Kids know math is important, there is a lot of pressure about STEM career paths, so I think it's easy to negatively internalize feeling bad about one's performance in math = I suck as a (smart) student

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I think lots of times kids think being good at math = smart and being bad at math = dumb. Kids know math is important, there is a lot of pressure about STEM career paths, so I think it's easy to negatively internalize feeling bad about one's performance in math = I suck as a (smart) student

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We work on problems that multiple entry points so all students can contribute to the group.

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We work on problems that multiple entry points so all students can contribute to the group.

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Teachers can also give students credit by noticing when they are contributing and commenting on it.

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Being positive, sending a positive message about math, sharing our own difficulties (if we had them) with students 

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Being positive, sending a positive message about math, sharing our own difficulties (if we had them) with students 

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sometimes students come with very little math. Being a technician at language acquisition and content area are very important. 

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sometimes students come with very little math. Being a technician at language acquisition and content area are very important. 

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Confidence and perception play a role at getting good at math. 

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Confidence and perception play a role at getting good at math. 

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Confidence and perception play a role at getting good at math. Math progress is so scaffolded.  Not like many subjects where you can be bad in one area but you can still succeed at everything else.In Math, if you don't grasp addition, you won't get subtraction.You need a big event to change your mindset.

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Confidence and perception play a role at getting good at math. Math progress is so scaffolded.  Not like many subjects where you can be bad in one area but you can still succeed at everything else.In Math, if you don't grasp addition, you won't get subtraction.You need a big event to change your mindset.

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Makes sense, makes me think about my own identity with math (it wasn't positive...) 

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Makes sense, makes me think about my own identity with math (it wasn't positive...) 

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more accessible way for them to feel confident/engaged

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more accessible way for them to feel confident/engaged

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Depending on educational history - could be the first formal interaction with mathematical instruction. Could set the course for the way they think about themselves as learners.

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Depending on educational history - could be the first formal interaction with mathematical instruction. Could set the course for the way they think about themselves as learners.

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Engage everyone, get to know your students 

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Engage everyone, get to know your students 

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It is also important because it describes a student's relationship to learning and challenge.

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It is also important because it describes a student's relationship to learning and challenge.

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giving confidence by solving problems/ sharing their ideas

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giving confidence by solving problems/ sharing their ideas

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Adults also struggle with mathematical identity!

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Adults also struggle with mathematical identity!

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According to the video, numeracy is a better predictor for academic achievement than literacy.

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teaching kids to comment on the "idea" not the person

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teaching kids to comment on the "idea" not the person

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Model positive discourse. Model making mistakes. 

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Model positive discourse. Model making mistakes. 

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Students’ mathematical identity is how and who they see themselves as in the mathematics classroom, in their relationship with the subject of mathematics and mathematical activities

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Students’ mathematical identity is how and who they see themselves as in the mathematics classroom, in their relationship with the subject of mathematics and mathematical activities

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how/who they see themselves in the mathematics classroom (subject & activities)

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how/who they see themselves in the mathematics classroom (subject & activities)