This project focused on supporting my transitional kindergarten students in developing foundational mathematical thinking, language, and confidence through structured math routines. I implemented strategies such as notice and wonder and same and different routines to encourage students to observe, describe, compare, and reason about numbers and patterns in meaningful ways. My goal was to foster a classroom culture where students felt safe to share their thinking, use academic language, and engage in mathematical discourse. In addition, I aimed to build students’ confidence as young mathematicians by creating low-stress, joyful opportunities to explore math. I wanted students to develop a positive association with mathematics from an early age. Together, we discussed what it means to be a mathematician, emphasizing the value of asking questions, making mistakes, revisiting and revising ideas, checking our work, and persevering through challenges. The linked evidence includes intentionally charted student responses with breakdowns of the instructional purpose behind each chart, as well as student voice surveys that reflect their confidence and identity as mathematicians
