The Wisconsin Department of Public Instruction (DPI) recognizes that students' mathematical identities are fostered by valuing their strengths and experiences, and by creating an engaging classroom environment.
Mathematics is often perceived as a subject of rigid rules and procedures, but at its core, math is deeply human—it’s about problem-solving, creativity, and making sense of the world. Yet, for many students, their relationship with math is shaped by anxiety, self-doubt, and the belief that they are simply "not a math person."
As educators, we have the power to shift this narrative by fostering meaningful relationships with our students. When students feel seen, heard, and valued in the math classroom, they are more likely to develop a positive math identity and engage deeply with the subject.
Building strong relationships with students is essential in any classroom, but it holds particular importance in math, where confidence plays a major role in success. When students trust their teacher, they are more willing to take risks, ask questions, and persist through challenges.
A supportive classroom environment reassures students that mistakes are a natural part of learning and that their mathematical thinking is valued, regardless of their starting point.
Make time to learn about your students and what makes them tick. Take time to get to know your students beyond their math performance. What are their interests? Understand what makes them feel proud. How do they approach problem-solving? Understanding their backgrounds and learning styles allows you to connect math to their experiences.
TIP: Ask students to keep a math journal where they reflect on their math journey so that you can better understand their experiences.
A simple yet powerful way to build relationships is by greeting students at the door each day. This small act sets a positive tone for the class and gives teachers a chance to check in with each student individually.
A verbal welcome, warm expression, and a brief conversation—whether about math, their day, or something personal—can make students feel valued and respected. This routine helps create a sense of belonging and ensures that every student is acknowledged before class even begins.
TIP: Start by selecting two students a week to intentionally engage about something that isn’t school-related.
Math identity refers to how a student sees themselves as a math learner. Do they see themselves as capable of understanding complex concepts? Do they feel like they belong in the world of mathematics? A student’s math identity is shaped by their experiences in the classroom, the feedback they receive, and the relationships they build with educators and peers.
When students have positive relationships with their teachers, they are more likely to develop confidence in their abilities. A teacher who takes the time to understand a student’s strengths, interests, and struggles can provide personalized encouragement that reinforces a growth mindset. Instead of seeing math as a fixed skill—something they either "get" or “don’t get”—students begin to understand that ability grows with effort and persistence.
To encourage a growth mindset, use language that emphasizes effort, strategies, and improvement rather than innate ability. Praise persistence and creative thinking rather than just correct answers.
TIP: Ask students to explain their thinking whether the answer they shared was right or wrong.
Create a learning environment where students feel comfortable discussing their ideas and learning from each other. Encourage group work, discussions, and peer teaching to make math a shared experience. Fostering a collaborative classroom means creating a space where students feel safe expressing their ideas, asking questions, making mistakes, and learning from one another.
By integrating structured group activities, peer discussions, and cooperative problem-solving exercises (like with our Sentence Starters), students can develop critical thinking skills while gaining confidence in their mathematical abilities. Encouraging peer teaching allows students to explain concepts in their own words, reinforcing their understanding and helping others grasp difficult topics.
Encourage students to help each other and discuss strategies, reinforcing that math is about problem-solving, not just speed or right answers. Additionally, using student-created open-ended problems can spark engaging conversations that promote deeper learning.
TIP: Have academic discussion sentence stems posted in the classroom.
Show empathy and patience, especially with students who struggle. Celebrate their progress, and remind them that mistakes are valuable learning opportunities. Math can be a source of anxiety for many students, and their sense of success in math is often tied to their math identity—how they see themselves as math learners.
Math is a journey, and mistakes are part of learning. By reinforcing that errors are stepping stones rather than failures, students begin to see themselves as capable mathematicians. A simple shift from "You're wrong" to "Let's figure this out together" changes how a student perceives their abilities.
When students feel understood and supported, they are more likely to take risks in math. A student who struggles with fractions but hears, "I see how hard you're working—keep going, you're making progress!" is more likely to persist than one who feels judged for mistakes. Also, be sure to use encouraging language. For example, instead of “That’s incorrect,” try, “I love how you’re thinking about this—let’s refine it.” Being approachable and supportive is crucial in shaping a positive math identity and fostering success.
Tip: Use the strategy called, “Our Favorite No” where you highlight and celebrate the misconceptions and varied thinking that helped the class work toward the final solutions.
When students develop a strong math identity, they approach challenges with confidence and resilience. They see themselves as capable problem-solvers and thinkers, rather than just passive learners memorizing formulas. More importantly, when students feel connected to their teacher, they are more likely to engage, take academic risks, and ultimately succeed in math.
As math educators, our role goes beyond teaching equations and formulas—we have the opportunity to shape how students see themselves in relation to math. By building meaningful relationships, we help students unlock their potential and see that they, too, can be mathematicians.