statement: Learning about compound interest helped me see how to grow my savings.

recommendation: MAKE MATH RELEVANT


statement: Empathy makes the math classroom feel human.

recommendation: ACKNOWLEDGE REAL-WORLD CONTEXT


statement: When I feel judged in math class, I try to focus on my own growth.

recommendation: ACKNOWLEDGE EMOTIONS IN MATH LEARNING


statement: I trust myself to solve problems even if they look hard.

recommendation: ELEVATE STUDENT AGENCY


statement: It’s not about how fast I get it, but that I keep trying.

recommendation: REFRAME STRUGGLE AND CAPABILITY


statement: I review lessons with my tutor when I feel unsure.

recommendation: ENCOURAGE HELP-SEEKING


statement: I feel more capable when I ask questions.


statement: I like finding my own way to solve math problems.


statement: When I feel judged in class, I try to remind myself I’m here to learn, not be perfect.


statement: I think more deeply when I get to explore different approaches.


statement: I learn by following my curiosity.


statement: I like being the one to figure out what works for me.


statement: Math is a skill I’ll carry with me wherever I go.


statement: Planning a trip takes math — figuring time, cost, and distance.


statement: Math skills help me in designing apps and software.


statement: I use my voice to guide my learning.


statement: Each error is a step toward mastering math skills.

recommendation: AFFIRM THE VALUE OF MISTAKES


statement: I make a list of what confuses me, then ask my teacher about it.


statement: Algebra makes more sense when I apply it to things I care about.


statement: Challenges in math are opportunities to develop persistence and skill.


statement: It’s better to ask a question than stay lost.


statement: I enjoy solving problems in a way that makes sense to me.


statement: If math feels hard, it means I’m tackling tough problems.


statement: Math can be stressful, but I’m starting to trust myself more each day.


statement: Not everyone starts from the same place, and that should be recognized.


statement: It’s okay to feel nervous when solving problems on the board—that takes courage.


statement: Recognizing our outside challenges makes me feel seen in class.


statement: I remind myself that mistakes don’t define my abilities.


statement: Being overwhelmed doesn’t mean I don’t want to learn.


statement: I’m proud of my unique way of thinking.


statement: I want teachers to show empathy when we struggle to keep up.


statement: I used to think asking for help made me look weak, but now I know it’s a strength.


statement: Struggling in math is a sign I’m developing new skills.


statement: Difficulty doesn’t mean failure — it means I’m on the path to understanding.


statement: It’s normal to panic a little when I see a tough question—I take it one line at a time.


statement: Owning my mistakes has made me a better learner.


statement: I used to feel embarrassed when I didn’t get the right answer, but now I know that’s part of growing.


statement: The more I engage with math, the more confident I feel.


statement: It feels good when teachers notice the hard stuff we’re dealing with.


statement: I’m proud to ask for assistance when I need it.


statement: Math skills give me confidence in my academic abilities.


statement: It’s helpful to work with others when math is confusing.


statement: I’m not discouraged by mistakes because they help me grow.


statement: Being nervous doesn’t mean I’m not capable.


statement: I like having space to think and try things on my own.


statement: Learning from mistakes makes math more meaningful.


statement: When I explain my thinking, I understand the math better.


statement: I’m building confidence in my math decisions.


statement: Sometimes I skip class because I have to work to support my family.


statement: I feel confident when I ask for math support.


statement: It’s okay to ask for help; it’s part of being a strong learner.


statement: It’s easier to stay motivated when I know help is available.


statement: I raise my hand more often now because I know it helps me understand.


statement: When teachers understand our challenges, it helps us learn better.


statement: Mistakes remind me that I’m challenging myself.


statement: When I feel like I don’t belong in math class, I remind myself that everyone struggles.


statement: Struggle can be reframed as an important learning tool.


statement: Struggling means I’m exploring new ideas and stretching my abilities.


statement: The challenges I face in math help me build confidence over time.


statement: Being stuck doesn’t mean I’m not smart — it means I’m learning.


statement: Study hall is where I go to ask questions I didn’t get to ask in class.


statement: When I feel like math is too hard, I remind myself that all learning takes effort.


statement: I accept my feelings and keep moving forward.


statement: I embrace mistakes as part of becoming better at math.


statement: Learning math helps me feel in control of my future.


statement: I learn more when I make connections that matter to me.


statement: I used to be scared of mistakes, but now I see them as opportunities.


statement: It’s okay to struggle; it means I’m trying my best.


statement: I’m learning that needing support doesn’t mean I’m not smart.


statement: The most helpful math lessons came from my biggest errors.


statement: I focus on learning from mistakes instead of fearing them.


statement: My study buddy and I help each other when we’re confused.


statement: I feel proud when I fix a mistake on my own.


statement: I take notes on what I don’t get and go back to ask later.


statement: Getting help early prevents small gaps from becoming big struggles.


statement: It’s okay to take longer — it just means I’m thinking carefully.


statement: My challenges in math help me build stronger skills for the future.


statement: There’s no shame in asking — it shows courage.


statement: I’m developing my own way of understanding these math ideas.


statement: My math struggles are part of my success journey.


statement: I look for patterns in my mistakes so I don’t repeat them.


statement: Every time I struggle, I build resilience.


statement: Learning math teaches me how to think logically and make smart decisions.


statement: My family encourages me to speak up when I need help in math.


statement: I like to try my ideas and see what happens.


statement: I want to be a doctor, and I know math is important for that path.


statement: Feeling anxious doesn’t mean I can’t succeed.


statement: Mistakes help me grow as a learner every day.


statement: Help-seeking shows I’m trying my best.


statement: I feel more connected to math when I can bring in my own perspective.


statement: Mistakes show me what I don’t know yet.


statement: It’s okay to feel confused sometimes; it means I’m learning.


statement: I use math concepts when planning future careers.


statement: Each error I make helps me grow and adjust my thinking.


statement: Understanding math helps me make smarter decisions with money.


statement: When math is hard, it just means I’m building new skills.


statement: Math feels disconnected from my reality.


statement: Understanding math is important for success in college.


statement: Getting help shows I’m serious about learning, not lazy.


statement: Math lets me understand how businesses succeed or fail.


statement: I’m more confident now that I don’t feel alone in learning math.


statement: I appreciate it when teachers ask how we’re really doing.


statement: Looking at what I got wrong helps me figure out what I missed.


statement: Learning math helps me develop critical thinking skills.


statement: I’m learning to recognize and manage my math anxiety.


statement: Feeling unsure doesn’t mean I’m not smart—it means I’m working through it.


statement: I sometimes miss class for reasons I can’t control.


statement: I learn more from the mistakes I make in math than when I get it right the first time.


statement: When I struggle, I’m learning important lessons.


statement: I stay motivated because I know mistakes are expected in math.


statement: When my teacher helps me understand my mistake, I feel supported.


statement: Sometimes I need a break because math feels emotionally draining.


statement: I feel supported when I know help is available if I need it.


statement: I appreciate support from teachers and parents.


statement: I realized that every career I’ve considered uses math.


statement: School is one part of my life — but there’s a lot more happening.


statement: Recognizing my emotions has helped me grow as a math learner.


statement: When I ask for help, it shows I’m ready to grow.


statement: When something is hard, it means my brain is growing.


statement: I used to think struggling meant I wasn’t good enough, but now I know it’s normal.


statement: Everyone faces challenges; struggle is part of getting better at math.


statement: Understanding math prepares me for financial independence.


statement: Math helps me track my fitness goals and progress.


statement: When I feel frustrated, I know it’s part of learning.


statement: Asking questions during class helps me understand the topic better.


statement: Making mistakes is a natural part of learning math.


statement: Struggling shows I’m motivated to improve.


statement: I feel proud when I advocate for myself in math class.


statement: I used to think struggling meant I wasn't smart enough.


statement: When I’m tired and math feels impossible, I take a break and come back stronger.


statement: When I struggle, I’m developing resilience.


statement: Learning math improves my problem-solving skills.


statement: I appreciate when school policies take our home lives into account.


statement: I learn better when I connect math to my own experiences.


statement: I get frustrated when I make mistakes, but I’m learning from them.


statement: Math skills are important for understanding scientific research.


statement: When I reflect on my learning, I feel more confident in math.


statement: When I speak up about what I need, I get the support that helps me grow.


statement: Mistakes in math are part of the path to understanding.


statement: Understanding our realities helps teachers know how to support us better.