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One of my first lively memories of mathematics is of timed tests. I still remember how visceral my panic is – palms, the beating heart – while I muddled to recall the facts before the chronometer is exhausted.
You may also have a similar memory.
The truth is that mathematical anxiety is too universal experience. And when mathematics can be used as a guardian, preventing students from continuing their dreams of career and life, it is necessary to consider how to fight mathematical anxiety in our classrooms. Although there are many reasons why students experience mathematical anxiety, I believe that the root of this problem has a lot to do with mathematical identity.
As an educator in mathematics, I too often hear the expression “I am not too often”. And like many educators, I know, whenever I hear these six words, in particular students, part of my soul is crushed.
For me, mathematical identity is the belief in its ability to make mathematics and to use it in life. This feeling of not being a mathematical person creates the state of mind that the capacity of mathematics cannot change significantly over time through study and practice. It is also based on a close understanding of what means to know and make mathematics; “Being a mathematical person” means memorizing formulas, quickly calculating in your head and being commonly with the algebraic procedures.
These false hypotheses retains the results of far too many students. With the right educational approach, everyone can learn and make mathematics.
So how can we help students get positive orientations for mathematical education?
Redefine what it means to be good in mathematics.
Remember that all students come to see us with a mathematical identity, even our kindergarten students! They enter our classrooms with beliefs, experiences, attitudes and feelings about mathematics that shape the way they “show up” in our classrooms.
Students also enter school with different levels of preparation in mathematics. Some have parents or tutors who presented them with fundamental concepts and skills. Some had no exhibitions. Well-prepared students allow better learning to learn kindergarten in the 12th year and sub-preparers find it difficult to follow. Thus begins the error that some students are “people of mathematics” and that some are not.
As such, it is imperative that we create space so that each student builds a positive mathematical identity. This includes expanding our vision of what it means to be good in mathematics. This can be everything, students, asking good questions and sharing their verbally reflection on the relationship of a new problem with prior knowledge and the use of a visual representation to illustrate their reflection process. There are many ways to manifest by problem solving, and offering students problems with several solution paths and several entry points, we can allow these skills in mathematics to develop.
Give the students a voice.
The teacher and the manual are not the only class authorities. Organize opportunities to present the thoughts of students and make sure to balance the voices of the students we highlight and the impact it could have on the development of the identity of all students.
These small choices can have waves of impact. I will never forget a particular student in my 8th year mathematics course. According to the state tests, it had been qualified as “level 1” in 5 in mathematics – the lowest category. She lacked confidence and held a deeply negative mathematical identity. At the start of the year, students worked in groups on a task with several solution paths. This student had addressed the problem in a unique way. I asked if she would be willing to share her reflection with the class. Her eyes went away, her face blushed red and she shook her head. But I told him that the class would benefit from its solution, and they could establish links between its solution and theirs. She reluctantly agreed to allow me to put her work under the document camera and give meaning to the class of her solution.
The fact that his work was highlighted and that the class was talking about the way in which his work supported their understanding of mathematical content, positioned it as a student in competent and competent mathematics. From this moment, his confidence and his behavior in class were different. She felt, perhaps for the first time, as if she belonged to the math class. Moments like this remind me that each student has brilliant to share – we just have to create space so that he shines.
School heads also have a big role here.
The school and district leaders also play a crucial role in the training of student mathematical identities – not only by the systems they create, but by the beliefs they model.
One of the most powerful things that leaders can do is recognize how their own mathematical identity influences their educational leadership. When a school manager says: “I am not mathematics”, it sends a message to staff and students: this mathematical capacity is set, and some people simply do not have it. Instead, we must deal with mathematical identity on a mobile scale and help everyone evolve towards greater confidence and competence.
A strong starting point is to collaborate with teachers to develop a shared math vision declaration. This vision should express what effective mathematical instructions looks like in your school or district and include a clear commitment to promote positive mathematical identity. It becomes the anchor of coherent expectations and a common language which supports teaching and learning on a school scale.
But vision alone is not enough. Teachers need tools and time to bring this vision to life.
High quality educational material (HQIM) can make a powerful difference. When the rigor of the level level is integrated, teachers are released to focus on how to deliver lessons in a way that invites all students in mathematics. The most effective materials offer integrated structures that prioritize the pupils 'voice and help teachers to anticipate and rely on students' thoughts.
Professional development also plays a crucial role. I have only fully acquired my understanding of mathematical concepts only long after having already been “successful” in the system. Continuous learning through courses, conferences and a collaboration continues to shape my mathematical identity and strengthen the support I offer to students. Teachers deserve the same opportunity to grow, reflect and refine their practice over time.
Create a culture where all students see themselves as capable mathematical thinkers begin with leaders. When we invest in the growth of our educators and align our systems around a shared vision, we create the conditions for each student to thrive in mathematics and beyond.
First put your oxygen mask.
Before we think of creating positive mathematical identities in our students, we must take a moment to assess our own mathematical identities. It is only then that we can understand how our actions and our beliefs could promote or reduce the development of positive mathematical identities in our students.
One way to do it is to think about your personal mathematical experience. I like to encourage educators to engage in prompts like: What was an experience when you were engaged in learning that has had a lasting impact on you? Or, how do you currently feel when you work on a mathematical task compared to other moments of your life? Who in your sphere (family, teachers, friends, etc.) played a central role in your mathematical history? These reflections remind us that we all have a mathematical identity, and for teachers in particular, our mathematical identity influences the decisions that we make in class, as what content teach and how we teach it.
By examining our own trips to mathematics, we can start to change what is possible for our students. When we model curiosity, persistence and even vulnerability, we show students that growth comes from the test – not always to have the right answer. Kissing not knowing how to promote the belief that each student is a deserving and capable learner of mathematics.
