Five Keys for Growing Confident Math Learners

Rhodes, Sam; Moldavan, Alesia Mickle; Smithey, Montana; DePiro, Allison

doi:10.5951/mtlt.2022.0225

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2024

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Everyone is a math person

Parker-Holliman,

Marcel-Herbert

2024

Phi Delta Kappan

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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.

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Everyone is a math person

Parker-Holliman,

Marcel-Herbert

2024

Phi Delta Kappan

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Using Cases to Approximate the Cognitive Processes of Equitable Decision-Making Through Teacher Noticing

Gonzalez,

Moldavan

2024

Advances in Educational Marketing, Administration, and Leadership

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Approximations typically focus on interactive teaching practices that can be observed. However, case-based instruction can also approximate the unobserved cognitive process of equitable decision-making through teacher noticing. Preservice teachers can practice noticing strategic information in a case to recognize multiple perspectives, identify the pivotal moment a decision needs to occur, and then make decisions aligned with strong equity. The authors provide examples of two activities where case-based instruction was extended so preservice teachers could practice equitable decision-making through teacher noticing: Different Perspectives and Pivotal Moments. They close the chapter with recommendations on ways the field of mathematics teacher education can use case-based instruction to push boundaries in the research of approximations to practice equitable decision-making through teacher noticing that strengthens mathematics learning and builds positive mathematics identity.

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Five Keys for Growing Confident Math Learners

Abstract: Interrogate deficit-based thinking and suggest asset-based language to develop mathematical identities, understandings, and consciousness.

Cited by 2 publications

References 2 publications

Everyone is a math person

Everyone is a math person

Using Cases to Approximate the Cognitive Processes of Equitable Decision-Making Through Teacher Noticing

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