FEEL LIKE YOUR KIDS ARE BEHIND?
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FEEL LIKE YOUR KIDS ARE BEHIND?
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Description:
What is the story you tell yourself about your own math ability? And what stories do your students tell THEMSELVES about how “good” they are at math? The way students perceive their own ability to learn and understand math is what makes up their math identity, and it ultimately has huge implications on their success with the subject. In this episode, educational consultant, Tiayana Marks, shares information on the topic of math identity, including why it’s important for teachers to spend time and make an intentional effort to help students develop a positive disposition about math. Listen in to hear what a positive math identity looks like in the classroom and how you can support students to strengthen their view of themselves as mathematicians.
Summary & Highlights:
In this episode, Chrissy interviews Tiayana Marks, a former math teacher turned educational consultant, working primarily in the professional learning space around mathematics instruction. In their conversation, Tiayana shares:
- the definition of math identity
- a book that has influenced her understanding of math identity
- why it’s important to spend time and intentional efforts to develop a positive math identity
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implications of positive and negative math identities on students’ access to deeper understanding and career opportunities
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behaviors students might exhibit if they have a negative identity
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ways to help students develop a positive disposition about math
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evidence of students’ positive math identities to look for in your classroom
Resource Links:
The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices - by Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin
Connect with Tiayana via email for support with equitable math instruction: [email protected]