Using Routines to Build Positive Student Identity in Math Classrooms
We have all heard people say, “I’m not a math person.” The reality is that math is all around us and impacts how we interpret the world. Therefore, we all need to feel that doing math and thinking mathematically are a part of who we are.
“How students are positioned to participate in mathematics affects not only what they learn but also how they come to see themselves as learners,” according to NCTM (2018), Catalyzing Change, p. 28. Ensuring that student voice is at the forefront of the classroom experience builds students’ confidence, honors the lived experiences they bring to the table, and sustains a belief that they can do the math and that their thoughts matter. As students’ positive identity grows, their voice will be leveraged even more. Students’ math identities are a reflection of the opportunities that have been provided in the classrooms to build voice, agency, and the belief in being a doer of math!
Letting only the four students, who first raised their hands, be the only ones who contribute to the discussion, reinforces the false narrative that math is about speed and that the few whose hands went up first were those “good in math.” By utilizing the learner-centered routines, more students are going to feel that their thinking is worthy of sharing, both in writing and in discussion, and, therefore, build a cadre of learners who believe they can do math! It is incumbent upon us as educators to not only hear student voices in the classroom but listen to what the students are telling us about how what they know and can do as mathematicians.
To read more about instructional approaches that foster student agency, check out the article Focusing on the Instructional Approach Nurtures Agency
|Tell Us About How the Routines You Use Led to Greater Voice
Tell us here.
- Which of these student-centered routines have you tried?
- How did the routine(s) allow for more student voice in the classroom?