Identity

Identity in the Math Instruction: How will my instruction help students to learn something about themselves and/or about others?

Students learn something about themselves and others.

Students see and learn about themselves and others in the texts and tasks selected for instruction
Student voice, perspectives, stories, and interests are leveraged during mathematics instruction
Students see themselves, in the present and future, as doers and users of mathematics.

Students work collaboratively and respectfully exchange ideas and perspectives with others
Students explore their relationship with the world around them and recognize the mathematical connection

Cultivate mathematical identity so that everyone can see themselves as mathematicians.
Recognize and name the mathematical successes of students of color, and teach them to recognize successes in themselves and others.
Recognize the ways that communities of color engage in mathematics and problem solving in their everyday lives.
Teach that mathematics can help solve problems affecting students’ communities. Model the use of math as a solution to their immediate problems, needs, or desires.
Expose students to examples of people who have used math as resistance. Provide learning opportunities that use math as resistance.

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