Position students as mathematically competent and build collaborative peer relationships to foster mathematics belonging¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends teacher practices that foster social and mathematics belonging: positioning students as mathematically competent by highlighting the value of contributions and inviting students to justify thinking; supporting collaborative peer relationships through "well-structured collaborative work in heterogenous ability groups"; and examining teacher beliefs about mathematical ability while cultivating inclusive, culturally responsive practices. The goal is not false competence but drawing attention to existing competence to encourage further competency-building learning.

Design Implications¶

Context¶

Requirements¶

• Teachers must examine their own beliefs about who typically excels at math, since these beliefs shape practices and signal belonging to students

Constraints¶

• Positioning should draw on students' areas of existing competence rather than create a sense of false competence

Target Learners¶

• K–12 mathematics students, particularly those from negatively stereotyped racial and ethnic groups and female students

Target Learning Goals¶

• Mathematics belonging and identity
• Classroom engagement
• Math achievement

Related Strategies¶

• Cultivate mathematics belonging by publicly recognizing every student as a mathematical thinker

Examples¶

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Key Sources¶

• Fitz, J. (with Price, H.). (2025). Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute. https://doi.org/10.54300/967.472