Blue Glasses Math

In this episode, I revisit the belief cycle

Beliefs

Thoughts

Actions

Results

and begin to explore how simple actions we take, such as listening, can foster shifts in how students see themselves as math learners.

Imagine a student facing a complex math problem. The belief here might be, "I'm not good at math." This thought can lead to hesitancy in action, perhaps disengagement, disruptive behaviors, daydreaming. . And the result? A reinforcement of the belief, "See, I just can't do math."

In this episode, I introduce the belief cycle and how it drives how students see themselves as math learners AND how teachers see themselves as math teachers.

I reference the belief cycle and the emotion wheel to make a connection between our beliefs, our emotions and math learning and teaching.

This is just the beginning of a much larger conversation.

https://drive.google.com/file/d/1whPvjgOm428F9u9Xxj4yeW8sxm-soDBY/view?usp=sharing

Navigating the Belief Cycle in Math Classhttps://medium.com/age-of-awareness/how-to-use-wheel-of-emotions-to-express-better-emotion

When we change our perspective on how mistakes help us learn, we develop hope from the struggle that is part of the problem solving process. In this episode, I explore the idea around tinkering in math and how tinkering, making mistakes and learning from those mistakes is where mathematical learning leads to hope in learners' future success.

This episode was inspired by Brene Brown and Francis Su

Brene Brown TED Talk https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

Mathematics for Human Flourishing by Francis Su

In this episode, we explore the somewhat uncharted territory of emotions in the world of math. I discuss the profound human experiences of frustration and satisfaction, showcasing how we can support learners in their emotional journey simply by not rescuing them from the uncomfortable emotions that sometimes accompany learning math.

In this episode we explore the similarities between rollercoasters and math class. People pay good money to ride rollercoasters so they can experience the thrill of the ups and downs...they pay to be scared. They pay for this experience because they feel safe.

In a math class, there are twists and turns that can sometimes make students (and teachers) feel like they just need to grab the bathroom pass and avoid the "rollercoaster" altogether.

Unless, of course, they feel safe.

We spend so much time thinking about the "right" curriculum, choosing and analyzing quarterly assessments, and designing environments for learning. What if we started paying attention to the "feelings" that happen when we do math? Come take a look. Your perspective may shift.

When I took the textbooks away, my 8th graders started to believe in themselves as mathematical learners.

My students complained to the school principal about my teaching style. They asked the administration remove me from my job as their 8th grade math teacher.
In this episode of Blue Glasses Math, I tell the story about what happened when my students got fed up with my incessant questioning about their mathematical reasoning. They insisted that I didn't tell them the steps for solving problems...and that is why I should be fired for not doing my job.

What happens when an experienced teacher comes together with students who don't buy what she is selling?