Ariel Markowski, MAT '25, centered her capstone project on a challenge she saw repeatedly during student teaching: students disengaged from math not because of the material, but because they didn’t see themselves as capable.
“I kept noticing that no matter how strong the lesson was, some students mentally checked out before we even started,” Ariel said. “If you don’t believe you’re capable, it’s hard to care, let alone try.”
Her project, Pencils Up, Pencils Down: Enhancing Math Identity Through Responsive Lesson Hooks and Affect-Based Journaling, explored how to cultivate a stronger sense of math identity among students, particularly those whose academic journeys had been shaped by systemic inequities.
“For many of my students, early disruptions—like frequent teacher turnover or being labeled as ‘lazy’—left deep marks,” Ariel said. “They weren’t disengaged by choice. They were carrying the weight of years of not being seen or supported.”
Emotional Engagement in a Logical Space
Ariel began designing and testing lesson “hooks” to draw students in, using real-world applications and accessible entry points. She also introduced a surprising new strategy to her math classroom: emotional journaling.
“Math is usually all about logic and procedure,” she said. “But our emotions around learning shape everything. Journaling gave students a space to name those feelings and reflect.”
Students completed weekly journal entries and self-reflection surveys on confidence and belonging. Ariel tracked phone use and assignment completion to see how engagement shifted over time.
“The reflections got deeper each week,” she said. “Even just giving students the language to describe their experiences helped them start to rewrite the story they were telling themselves about math.”
Listening as a Strategy
At the core of Ariel’s approach was a commitment to responsiveness.
“I didn’t want to impose my ideas of what they needed. I wanted to listen to what they were telling me through words, behavior, and data,” she said. “The students are the experts on their own experiences.”
Her methods built a fuller picture of what worked and what didn’t. And in doing so, she saw a shift not just in participation, but in mindset.
Advice to Future MATs
To incoming MAT candidates, Ariel offers this: show up, even when it’s hard, and believe in yourself as much as you want your students to believe in themselves.
“You won’t always feel confident,” she said. “But your students are watching. If they trust you, that trust can carry you through the tough days. Even if you have to fake confidence at first, it will come.”
She adds, “You’re not just teaching math. You’re helping students see what they’re capable of. That starts with seeing it in yourself.”