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ment. On a recent run, I noticed the windows of a particular storefront that would be perfect for a number talk. I was imagining asking students, “ How many? And how do you see it? ” However, I realized that this store may not be familiar to my students, as it is several miles away from our school ’ s neighborhood. How much more powerful would it be if I created number talks with images of the stores, churches, and houses that surround our school? What if I then followed that with opportu nities for students to share their own images of the math they find at home or on their own street? I am in conversation with colleagues about the op portunities we have this school year to make im portant, systemic changes for our students; I hope you are, too. I challenge you to look for opportuni ties to use diverse representations of mathemati cians in order to help all students develop a positive identity as a mathematician. One final note: some times teachers who teach in schools with an all White or predominantly - White student body can be tempted to think that this identity work is not nec essary in their school, but creating an antiracist en vironment is for everyone, including White stu dents who do not engage with students of color on a daily basis. We have the important job of helping all students break down stereotypes, build empathy, and prepare for an inclusive and equitable future.

Lawyer Terrance Williams speaks at I Love Math Day

how they use math in their daily lives.

In an annual special event at my school called “ I Love Math Day, ” we invited Black entrepreneurs, lawyers, DJs, coaches, yoga instructors, artists, nurses, and many more to share their experiences and expertise with our students. Elementary teach ers could consider hosting a visiting mathematician each month to continue conversations about mathe matical identity.

Tracy Proffitt Lead Instructional Coach, R.S. Payne Elementary School, Lynchburg City Schools proffitttj@lcsedu.net

Strategy Three:

Strive to have mathematical contexts reflect the lived experiences of your students.

Not only do we want students to see themselves as mathematicians, but we want students to see math all around them. By using tasks, problems, or imag es that match our students ’ experiences, we can help them begin to mathematize their own environ

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