Q1: Why do you think 4 out of 10 adults said they hated math in school – twice as many people hated math as any other subject? Q2: How might we shift math instruction to avoid the dreaded “When will I use this in real life?” Q3: What are some differences about how students view math compared to how mathematicians view math according to Boaler? Q4:

4a: How might we shift our efforts to move from “school math” to how mathematicians view math?

4b: what this might look like or what needs to be involved in your math lesson to encourage this shift?

Q5: How might your students respond to the question… “what is math?” Q6: What are some ways that we might address the socially acceptable “I’m bad at math” or “don’t worry, I was bad at math, too”? Q7: How do our math lessons/experiences help students to:

Introduction and Chapter 1

Q1: Why do you think 4 out of 10 adults said they hated math in school – twice as many people hated math as any other subject?

Q2: How might we shift math instruction to avoid the dreaded “When will I use this in real life?”

Q3: What are some differences about how students view math compared to how mathematicians view math according to Boaler?

Q4:

- 4a: How might we shift our efforts to move from “school math” to how mathematicians view math?
- 4b: what this might look like or what needs to be involved in your math lesson to encourage this shift?

Q5: How might your students respond to the question… “what is math?”Q6: What are some ways that we might address the socially acceptable “I’m bad at math” or “don’t worry, I was bad at math, too”?

Q7: How do our math lessons/experiences help students to: