write in a descriptive way and elaborate more each point using references below: Multiple Pathways to Engagement: Effective math pedagogy recognizes there are many ways to be mathematical, each shaped by culture, language, and lived experience. Asset-Based Approaches: Emphasizing students' cultural and linguistic resourcesas in the Math-Trivium and Indigenous frameworks fosters empowerment, agency, and deep mathematical thinking. Early Years as Critical Window: Early childhood, when learners' sense of self and mathematical identity form Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally responsive mathematics teaching: A research synthesis. The Urban Review, 52(1), 1-25. Glanfield, F., & Sterenberg, G. (2020). Understanding the landscape of culturally responsive education within a community-driven mathematics education research project. In C. Nicol, Q. Q. Xiiem, J. Archibald, F. Glanfield, & A. J. Dawson (Eds.), Living culturally responsive mathematics education with/in Indigenous communities (pp. 71-90). Brill Sense. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304. Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: An exploratory study. Journal of Experimental Education, 81(4), 538-555. Lee, S. (2012). Toddlers as mathematicians? Australian Journal of Early Childhood, 37(1), 30-37