Instructional Routines That Support Mathematics Identity Development with Dr. Fawnda Norman

ROUNDING UP: SEASON 5 | EPISODE 5

Supporting students' math identity has become a priority for many elementary mathematics teachers. But recognizing the importance of helping students build a positive math identity is not the same as knowing how to make that happen on a day-to-day basis. During this episode, we'll talk with Fawnda Norman from the University of Wisconsin-Oshkosh about the ways educators can integrate identity-supporting practices into daily math routines.

Bio:

Dr. Fawnda Norman is an assistant professor of mathematics education at the University of Wisconsin-Oshkosh. She teaches elementary and secondary mathematics methods and action research courses. Her teaching emphasizes culturally responsive mathematics instruction, integrating practices that provide students with multiple ways to access, represent, and engage with mathematical concepts. She prepares future teachers to create safe, inclusive, and equitable learning environments for all students. Her central focus with preservice teachers is mathematics identity development. She designs opportunities for teachers to critically reflect on their own experiences as mathematics learners and examine how those experiences shape their emerging teacher identities. To support positive mathematics identity development in K–12 classrooms, Dr. Norman has developed five classroom routines that help students see themselves as capable and valued mathematics learners.

Chapters:

00:00 - Introduction • Building Math Identity in Students
07:23 - Notice and Wonder & Worked Examples
14:48 - Exploring Worked Examples
18:04 - Understanding Worked Examples
23:21 - Wrapping Up • Engage with Rounding Up