Mathematical identity is defined as how a student sees themselves in regard to being able to do math. Many will tell you they are not "good at math" or "they can't do math" because too many believe that you have the ability or you don't.
Instead, we need to help them see they can do math by helping them develop a mathematical identity that acknowledges they can do math. There are many factors which contribute to students getting the idea they are not good at math. They might have heard their parents saying they couldn't do it, or they struggled with certain new topics and concluded they couldn't do it so gave up.
It has been found that if a student has a good mathematical identity, they are more likely to succeed in their math classes. Unfortunately, most students see mathematicians as older male geeks who wear glasses and are good at math. They don't see themselves as mathematicians and that is an attitude that needs to be changed.
Mathematical identity is connected to mindset. If they have see themselves as good in mathematics, they often have a good mindset, one that is considered a growth mindset where they know they will get it whereas those who believe they are not good at math tend to have a fixed mindset because they don't think they'll ever be good at it. Part of the process involves helping students adopt a growth mindset to help them develop their mathematical identity.
There are things that teachers can do to help students see themselves as mathematically inclined. There are four things a teacher can do to help students. First teachers should invest in maintaining a solid classroom community through out the year by having students work together doing worthy tasks and get all students to work equally together rather than letting one or two dominate. Second, students should keep a math journal so they can write about warmups, classwork, open-ended reflections, and homework.
Teachers should facilitate classroom activities and act as co-learners with each other. Finally, it is important to set high expectations for all students so they can learn math and help other learn it. Students who develop a mathematical identity have teachers who see them as people, who take time to see how their lives effect them, and believe every student can do math.
It also means one has to redefine mathematical success because students need to believe they are capable problem solvers and thinkers and are able to contribute positively to the class. This means going beyond thinking that success is only mastering algorithms or being able to calculate the right answers quickly. It means recognizing when students do something right so they feel successful. It might be telling a student they did a good job by showing the idea in a new way, asking a good question, were able to restate a student's words after listening carefully, or talking about a new concept before they write it down, or they broke down a complex task into smaller steps, or they connected several ideas.
It encourages low performing students when the teacher recognizes their contribution and it helps build their mathematical identity. We need to recognize that not all students learn math in exactly the same way and acknowledge not all of them use the same method. In addition, we need to celebrate their mistakes because mistakes help us grow which helps a person grow as a mathematical person.
If we can help our students see themselves as "math" people who can do it with a good mind growths, we have done well. Let me know what you think, I'd love to hear. Have a great day.
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