Everyone is a math person

Abstract

Early intervention and identity-building can promote the idea among students that everyone is a math person. Natalie Parker-Holliman and Tenisha Marcel-Herbert share practical tools and strategies that schools and teachers can use to build students’ confidence and strengthen their mathematical foundation. They highlight the significance of culture and diversity in mathematics education and the impact of affirming messages on students’ mathematical identity, ultimately fostering a culture of belonging and success in mathematics.