Model Positive Connections to Math
Overview
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building. As learners learn how to draw connections while working with numbers and problems, they activate additional cognitive processes and can develop positive Emotions as math students. This strategy also supports the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Factors Supported by this Strategy
More Teacher Modeling & Support Strategies
Teachers support language development by using and providing vocabulary and syntax that is appropriately leveled (e.g., using simple sentences when introducing complex concepts).
Content that is provided in clear, short chunks can support students' Working Memory.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Actively and authentically encouraging all students to seek support, ask questions, and advocate for what they believe in creates a safe space for risk-taking and skill development and supports a Sense of Belonging.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Providing students a voice in their learning is critical for making learning meaningful.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
