statement: My effort and choices shape my learning experience.

recommendation: ELEVATE STUDENT AGENCY


statement: Even small mistakes help me grow as a thinker.

recommendation: AFFIRM THE VALUE OF MISTAKES


statement: I am proud of the strategies I develop through trial and error.


statement: I actively participate in shaping my learning goals.


statement: Struggle encourages me to ask for help and improve.

recommendation: REFRAME STRUGGLE AND CAPABILITY


statement: Some of us face real-life struggles that make school feel less important.

recommendation: ACKNOWLEDGE REAL-WORLD CONTEXT


statement: I feel proud when I figure something out by myself.


statement: I feel supported when I ask questions about math.

recommendation: ENCOURAGE HELP-SEEKING


statement: Mistakes help me explore different math strategies.


statement: Sometimes I feel lost in math, but that feeling usually means I’m about to understand something new.

recommendation: ACKNOWLEDGE EMOTIONS IN MATH LEARNING


statement: Math knowledge supports my interest in engineering fields.

recommendation: MAKE MATH RELEVANT


statement: Even musicians use math to understand rhythm and timing.


statement: I learn more when I get help quickly.


statement: Struggle teaches me how to overcome obstacles.


statement: I’m figuring out what learning strategies work best for me.


statement: When I learn math, I feel more prepared to navigate life on my own.


statement: Math knowledge supports my dreams of working in space exploration.


statement: I wish math felt more connected to what I see in my community.


statement: I like figuring out different ways to solve a problem.


statement: I ask for help to improve my math confidence.


statement: I’m not afraid to say 'I need help' anymore.


statement: Mistakes guide me to focus on specific math concepts I need to improve.


statement: I’m learning to see my feelings as part of the math journey.


statement: Feeling stuck in math means I’m in the middle of learning—not failing.


statement: Working through my mistakes makes me stronger.


statement: I value mistakes as part of learning math.


statement: Feeling frustrated with math doesn’t mean I’m not capable.


statement: It’s my responsibility to ask questions when I’m confused.


statement: Budgeting my time and energy takes planning — and math helps with that.


statement: Seeing how others fix their math mistakes gives me ideas too.


statement: I use mistakes to guide my next steps in learning.


statement: Math skills are important for careers in architecture.


statement: I can struggle and still be a math person.


statement: Teachers and parents want me to ask for help.


statement: I used to stay quiet, but now I speak up when I need help with math.


statement: I realized math is part of designing clothes and managing fashion brands.


statement: My ideas matter when solving math problems.


statement: Math helps me solve everyday challenges, like building furniture.


statement: It’s hard to think about math when other things feel more urgent.


statement: Sometimes I struggle, but it doesn’t mean I should give up.


statement: Finding a problem difficult means I’m growing, not that I’m not capable.


statement: I use my voice to explain how I solved it.


statement: I give myself permission to mess up and keep learning.


statement: My growth in math comes from working through what I didn’t understand.


statement: I’m capable even if I find math difficult.


statement: Mistakes in math are stepping stones to understanding.


statement: Grades shouldn’t punish students for their circumstances.


statement: Struggle is a natural part of learning, not a sign of not being good enough.


statement: Math helps me understand weather patterns and forecasts.


statement: Sometimes feelings get in the way, but I push through.


statement: I gain confidence when I lead my own learning path.


statement: Sometimes I’m dealing with personal issues that make learning hard.


statement: Struggle is a sign of progress, not of failure or lack of ability.


statement: I’m learning that emotions don’t hold me back from success.


statement: Acknowledging my feelings helps me face math challenges.


statement: Math helps me understand the world, like when I read the news or see graphs.


statement: Some days I just feel overwhelmed by everything I have to manage.


statement: I want to be an engineer, so I know math will be a big part of my future.


statement: I use math in my side hustle to keep track of profits and expenses.


statement: I raise my hand when I’m confused, and I always feel better afterward.


statement: When I raise my hand, I feel brave — and proud.


statement: Every time I work through difficulty, I grow more confident in math.


statement: When math is hard, I remind myself that my feelings are valid.


statement: I see struggle as a path to mastery.


statement: Knowing statistics helps me make sense of the news.


statement: Being able to experiment makes learning more meaningful.


statement: Now I write down my questions as I do homework to ask later.


statement: The hard moments are where the most growth happens.


statement: I find math useful when analyzing graphs and charts.


statement: It’s not easy to keep up when I’m helping support my family.


statement: Help-seeking is part of being a successful student.


statement: I see math in everyday tools like GPS and smartphones.


statement: I choose the method that makes the most sense to me.


statement: Struggling is part of getting better.


statement: Asking for help shows I’m serious about improving.


statement: Struggle helps me identify where I need support.


statement: I’ve felt ashamed about not getting math quickly, but now I know that’s normal.


statement: I remind myself that feeling frustrated means I’m learning.


statement: I find meaning in math when I relate it to my life.


statement: It’s okay to struggle — that’s how I know I’m growing as a learner.


statement: Feeling disappointed after a bad test motivates me to study harder.


statement: There’s strength in showing up, even when things are hard.


statement: Feeling unsure in math is something every student goes through.


statement: I use math when building things, like measuring and estimating.


statement: I like when teachers show how math connects to the real world.


statement: Errors help me find new paths to solve problems.


statement: When math is taught with empathy, I feel more seen.


statement: I keep track of the things I want to ask so I don’t forget.


statement: When I fix a mistake on my own, it boosts my confidence.


statement: Struggling just means I haven’t found the right strategy yet.


statement: Sometimes I need someone to see past the surface.


statement: I’m learning to accept that emotions come with challenging subjects like math.


statement: I use math concepts when working with computers and coding.


statement: It’s okay to feel discouraged sometimes—math takes persistence.


statement: I feel empowered when I make choices in how I approach math.


statement: It’s tough learning online when my internet is unreliable.


statement: I feel empowered when I’m in control of my learning.


statement: Understanding our lives outside of school makes teachers more relatable.


statement: I’m learning to see frustration as a sign of progress.


statement: Working through tough spots shows me how far I’ve come.


statement: Help-seeking helps me understand math concepts.


statement: It helps when math assignments are flexible enough to account for life events.


statement: Sometimes I get angry at math, but I know that frustration can help me grow.


statement: Mistakes help me find gaps in my understanding.


statement: I enjoy being the one to find the answer, not just being told.


statement: Asking for help used to feel scary — now it feels like a strength.


statement: Struggling doesn’t mean I can’t do it — it means I’m on the path to doing it.


statement: I gain confidence by seeking help when needed.


statement: I reflect on mistakes to better understand math ideas.


statement: I know I bring unique strengths to math learning.


statement: It’s okay to have big feelings about small problems.


statement: My parents help me practice math at home when I ask.


statement: My learning matters more when I’m part of shaping it.


statement: Even when math makes me nervous, I still show up and try.


statement: Teachers who understand the pressure we’re under help me feel safe in the classroom.


statement: Missing class doesn’t mean I’m not trying.


statement: I’m learning to ask for help without hesitation.


statement: Struggle means I’m putting in effort, not that I’m failing.


statement: My thinking process is just as important as the answer.


statement: I see math in the games I play and the strategies I use.


statement: Math is behind the apps and technology I use every day.


statement: I feel valued when my thinking is part of the discussion.


statement: Seeing math in everyday life makes it feel more useful.


statement: I feel respected when my ideas are taken seriously.


statement: I'm learning to trust my problem-solving instincts.


statement: Sometimes I feel like I’ll never get it—but I know that’s not true.


statement: I appreciate when my math teacher praises effort, not just accuracy.


statement: Mistakes give me a chance to try new problem-solving strategies.


statement: I’m comfortable reaching out to teachers for help.


statement: It’s normal to feel nervous before presenting a math solution.


statement: I like setting goals for myself in math and tracking my progress.


statement: Struggle means I’m actively learning and growing.


statement: I used to feel embarrassed about asking questions in math class.


statement: Struggling means I’m engaging deeply with math.


statement: Even when math is hard, I know my feelings won’t last forever.


statement: Explaining my process helps me feel confident.


statement: I’m not embarrassed to ask questions about math.


statement: Math is important for understanding how the economy works.


statement: Being seen beyond my role as a student motivates me.


statement: My teacher encourages us to work in groups so we can support one another.