This text serves to assist teachers in promoting student ownership of mathematics by synthesizing relevant research into practical classroom strategies across three tiers of student interaction and experience: classwide, peer-to-peer, and individual. Research from across these tiers of student experience is reviewed and synthesized including literature on developing social and sociomathematical norms, structuring collaborative learning experiences, and promoting self-regulated learning. The concept of success in mathematics is also explored through a review of various policy and consensus documents from the mathematics education community. At its core, individual mathematical ownership is about broadening student-independence and sharpening self advocacy. Students can be taught to become less reliant on their teachers and ultimately categorize them as just another learning tool. When this happens, when teachers become less needed, mission accomplished. When needs and wants become the limiting factors of one's mathematical journey, teachers have succeeded -- for at that point students truly possess ownership of mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]