Five Keys for Growing Confident Math Learners

Autor/inn/en	Rhodes, Sam; Moldavan, Alesia Mickle; Smithey, Montana; DePiro, Allison
Titel	Five Keys for Growing Confident Math Learners
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 1, S.8-15 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Student Attitudes; Self Concept; Self Esteem; Teacher Student Relationship; Teaching Methods; Cultural Background; Native Language; Prior Learning; Learning Experience; Mathematics Skills; Thinking Skills; Story Telling; Questioning Techniques; Elementary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schülerverhalten; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Lernerfahrung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Befragungstechnik; Fragetechnik
Abstract	Throughout their careers in education, the authors of this article have had opportunities to listen to the stories of their students. Their students have shared experiences and the impact of these experiences on their beliefs, identities, and confidence in doing mathematics. These stories have inspired them to reflect on their own practices and the way their exchanges with their students promote productive or unproductive beliefs about mathematics teaching and learning. Their goal herein is to draw from these stories to identify five key ideas for growing confident mathematics learners by using asset-based language to interrogate deficit-based thinking. When growing confident mathematics learners, teachers must consider five key ideas that are likely to support students in developing productive beliefs and identities. These key ideas refer to asset-based approaches to teaching that focus on students' individual language, culture, and strengths: (1) Everyone Is a Math Person; (2) Everyone Is on a Math Journey; (3) Mistakes Help Us Learn; (4) Everyone Has Rich Knowledge Bases and Experiences; and (5) Mathematical Thinking (and Any Productive Struggle) Is More Important Than the Answer. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01