5 PROMISES OF MATH CLASS
building student mathematical identity, mindset, and agency
WHY THIS MATTERS TO STUDENT LEARNING...
MATHEMATICAL IDENTITY
Mathematical identity is the way in which people think of themselves in relation to mathematics: Having a positive mathematical identity means that people feel empowered by mathematics and as doers of mathematics, see the multiple purposes for learning mathematics, appreciate why mathematics is important in their lives, and come to believe that they can succeed in mathematics. The ways in which students experience mathematics have a significant impact on the way in which they identify themselves as doers of mathematics.” Catalyzing Change in High School Mathematics, NCTM, 2018
MATHEMATICAL MINDSETS
“Learning is not just about accumulating knowledge; it is a process of identity development, as students decide who they are and want to be (Wegner, 1998). For many students, (girls and students of color, in particular, sic) the identities they see offered in mathematics and science classrooms are incompatible with the identities they want for themselves (Boaler & Greeno, 2000). Many students see themselves as thinkers and communicators and people who can make a difference in the world (Jones, Howe, & Rua, 2000); in procedural classrooms they often come to the conclusion that they just do not fit in. This relates to the forms of knowledge that are privileged in many mathematics and science classrooms that leave no room for inquiry, connections, or depth of understanding.” Mathematical Mindset, Jo Boaler, 2016
MATHEMATICAL AGENCY
“The ways in which students participate in mathematics and express their mathematical identities determine their level of agency. Agency refers to the expression of one’s identity (Murrell 2007). Students tell others through words and actions who they are and what their purpose is in a particular setting, space, or situation. In mathematics classrooms, agency is expressed in the ways that students engage in productive struggle, take risks to make their mathematical thinking visible, and understand that learning results when they successfully leverage an approach that works for them.”
Catalyzing Change in High School Mathematics, NCTM, 2018