Five Keys for Growing Confident Math Learners

• Published in: The Mathematics teacher Vol. 116; no. 1; pp. 8 - 15
• Main Authors: Rhodes, Sam, Moldavan, Alesia Mickle, Smithey, Montana, DePiro, Allison
• Format: Journal Article
• Language: English
• Published: National Council of Teachers of Mathematics 01.01.2023
• Subjects: Cultural Background; Elementary School Students; Learning Experience; Mathematics Instruction; Mathematics Skills; Native Language; Prior Learning; Questioning Techniques; Self Concept; Self Esteem; Story Telling; Student Attitudes; Teacher Student Relationship; Teaching Methods; Thinking Skills
• ISSN: 0025-5769
• DOI: 10.5951/MTLT.2022.0225

Throughout their careers in education, the authors of this article have had opportunities to listen to the stories of their students. Their students have shared experiences and the impact of these experiences on their beliefs, identities, and confidence in doing mathematics. These stories have inspired them to reflect on their own practices and the way their exchanges with their students promote productive or unproductive beliefs about mathematics teaching and learning. Their goal herein is to draw from these stories to identify five key ideas for growing confident mathematics learners by using asset-based language to interrogate deficit-based thinking. When growing confident mathematics learners, teachers must consider five key ideas that are likely to support students in developing productive beliefs and identities. These key ideas refer to asset-based approaches to teaching that focus on students' individual language, culture, and strengths: (1) Everyone Is a Math Person; (2) Everyone Is on a Math Journey; (3) Mistakes Help Us Learn; (4) Everyone Has Rich Knowledge Bases and Experiences; and (5) Mathematical Thinking (and Any Productive Struggle) Is More Important Than the Answer.