Framing mathematics ability as innate or intimately connected to someone's intelligence is common. Have you ever heard a parent or colleague say something akin to, "Jonathan can really write, but I don't know what happened in math!"? Unfortunately, this framing not only narrowly describes how mathematics learning occurs but also raises the stakes for how students participate in classrooms. Students may worry about judgments from peers and teachers related to their mathematics ability, or they may feel vulnerable to labels that might include "nonmath person" or "slow." The importance of countering this narrative in authentic, meaningful ways cannot be overemphasized. Although the "nonmath" narrative may have an impact on all students, considering the ways that underserved students are often positioned as deficient or incapable in relation to mathematics, challenging this narrative by explicitly framing underserved students as mathematically able is especially important for teachers. Compounding this, students who are in urban schools comprising African American and Hispanic students often receive low-quality mathematics instruction (Lubienski 2002). Countering these impoverished practices, teachers can frame students' mathematics ability positively by focusing on the following three strategies: (1) Eliciting a complete explanation from students; (2) Revoicing student thinking; and (3) Highlighting students' mathematical competence.