Nurturing Confident Mathematicians: Strategies for Developing Math Identity and Launching Goal Setting

Building a strong mathematical identity is the cornerstone of a child’s mathematical journey. Nurturing an environment where every student feels valued, capable, and seen as a mathematician can help increase classroom engagement and deep mathematical learning. By instilling a positive and empowering self-concept, students develop a sense of belonging, and their confidence in tackling math challenges soars. 

Embracing diverse mathematical identities enriches our classroom communities and fosters an inclusive culture that celebrates each student's uniqueness. Read on, as I explore the importance of developing math identity and share practical strategies for nurturing confident mathematicians.

Co-Creating Math Identity

Math identity is not fixed; it can grow and evolve, in both children and educators alike. One effective way to cultivate a positive math identity is by exploring “What Mathematicians Do” with our students. By co-creating an anchor chart that highlights what mathematicians say, do, and how they act, we bring to life the identities of our young learners as mathematicians. This engaging activity helps establish a strong foundation for their mathematical journey.

Nudges to Embrace: Within the anchor chart, there are several crucial nudges we aim to highlight with children, including:

• Notice math everywhere
• Solve math problems
• Preserve (don't give up)
• Change their thinking
• Learn new ideas
• Talk about math 

Intention in Action

As we launch students into playing math games at the beginning of the year, or investigations as the year progresses, encourage them to set intentions as mathematicians. When you dismiss children from the carpet, dismiss them one at a time, using this question, "What is your intention as a mathematician today when we play games?" This practice instills purpose and mindfulness into their math experiences. Children may share specifically off of the anchor chart you co-created and say things like “I will talk about math with my partner” or “I will not give up if I don’t know the answer.” You may want to model your own intention before asking the children to set theirs.

Teacher tip: Consider making intentions visual by writing each child’s name on a sticky note and sticking it beside the intention they share.  

Reflection and Growth: After the game play, gather the children to reflect on their experiences. Encourage them to share examples of how they put their intentions into action during play. This reflective process reinforces their understanding of themselves as capable and confident mathematicians. It also models the growth mindset in action. At first, many children might share things like “I forgot about my intention” or “I didn’t do it.” As you continue this practice of reflection, children will come to know the structure and become more aware of how they are putting their intentions into action. 

Repeat this process many times throughout the year! As I have shared in earlier blog's- "Repeated experiences allows us to deepen our understanding"-Dr. Schnellert. Repeating this structure creates predictability for our learners, accountability and agency as they set and reflect on their own goals! 

Want more tips on how to inspire identity as mathematicians in your class? Click here to access 4 ways to bring mathematical identity to life in your classroom. 

Building Mathematician Identity Together

I would love to hear from our Mathematizer community! How do you foster identity as mathematicians in your classroom? Share your strategies and experiences here. Let's collaborate and support each other in nurturing the joy and excitement of math in every learner. Together, let's build strong math identities that empower our students for a lifetime of mathematical success!