This session shares highlights from an ongoing project at a public high school in New Haven. There are two main objectives of this project: to develop richer and more meaningful data and stories around math education, and to help students become confident and engaged citizens, learners, thinkers, and communicators. Across the year, students investigate their own quantitative and qualitative data to develop and broaden their mathematical identity and reinforce other valuable qualities such as critical thinking, communication, and collaboration. Through this work, my students and I construct a different story about what it means to be a strong mathematician and who is capable of fitting that description. This is done in the context of an untracked BTC classroom that serves students with diverse linguistic, learning, cultural, and socioeconomic backgrounds.
