Building positive Math Identities

When students ask themselves, “Am I a ‘maths person’?” their response carries weight far beyond a passing thought. That belief, positive or negative, influences not just their confidence but their choices, persistence, and performance in mathematics. In this article, we explore the concept of mathematical identity, why it is so important, and how educators can actively foster more positive identities in learners.

What Is Mathematical Identity?

A mathematical identity (or maths identity) refers to how a person sees themselves in relation to mathematics. It includes the beliefs, feelings, and narratives a student carries about their ability, belonging, and future in maths.

In Building a Positive Maths Identity: A Brain‑Science Approach, Liesl McConchie emphasises that maths identity is not separate from emotion. Rather, emotional systems (motivation, anxiety, self‑talk) and cognitive systems (recognition, procedural fluency, reasoning) interact to shape how students engage with mathematics.

McConchie identifies four “variables” that influence maths identity:

Past relationship with maths (successes, struggles, messages from adults)
Future relationship with maths (as someone who uses it, struggles with it, or avoids it)
Socio‑cultural influences (stereotypes, who “belongs” in maths)
Personal relationship with maths (self‑confidence, internal dialogue, mindset)

Taken together, these variables show that mathematical identity is not fixed. It can evolve if classrooms are places where learners’ feelings, histories, and self‑view are recognised and nurtured.

What Research Tells Us About Maths Identity

A recent study “Am I a maths person? Linking maths identity with students’ motivation and achievement” by Radišić et al. (2024), involving more than 11 000 primary school students across several European countries, found:

Maths identity correlates strongly with dimensions of motivation:
Motivational factors were more predictive of maths identity than maths achievement itself.
Among those motivational dimensions, how much a student enjoys or invests in maths for its own sake, had the strongest association with maths identity across many contexts.
Gender and grade differences emerged: in many countries, boys held more positive maths identities, and older children sometimes saw themselves less as “maths people” compared to younger peers.

Why It Matters for Learning and Equity

A strong, positive mathematical identity helps in multiple ways:

Students with positive identities are more likely to engage in challenging tasks, persist after making mistakes, and take advanced maths courses.
They are less vulnerable to maths anxiety and negative self‑talk.
When identity is strengthened, underrepresented groups may feel more welcome in mathematics and less likely to believe that maths is only “for others.”
Teachers who hold fixed or deficit beliefs about who can do maths may unintentionally constrain their students’ identities and opportunities.

In essence, supporting maths identity is not just extra work, it is foundational to meaningful learning, equity, and long-term interest in STEM fields.

Strategies and Practices to Support Positive Maths Identity

Drawing from McConchie and the additional literature, here are practices that educators or learning support can use:

Ask students to draw or describe their “Mathsland” or their internal “maths gremlin.” These visual or narrative tokens can surface hidden feelings, stories, or fears.
Focus on motivational dimensions, not just skill by including tasks that allow choice, relevance, beauty, and exploration, so that students see maths not as mechanical but meaningful.
Explicitly challenge negative beliefs. When students say “I’m not a maths person,” validate feelings but emphasise that identity is not fixed.
Teachers should explore their own narratives about maths and recognise how these influence their classroom culture.

A Vision Forward

If we accept that mathematical identity is dynamic rather than static, then classrooms become laboratories of growth, not just for content knowledge, but for identity formation. Over time, learners can shift from “I’m not a maths person” to “I am a mathematician in progress.”

This is a long‑term commitment that requires consistent attention, reflection, and intentional practice. Repeated experiences of voice, belonging, challenge, and reflection can slowly reshape how students relate to mathematics and who they believe they can become.

References

Barba, K.M., 2022. Mathematical Identity and the Role of the Educator. Journal of Mathematics Education at Teachers College, 13(1), pp.33-39. Available at: https://journals.library.columbia.edu/index.php/jmetc/article/view/9187 [Accessed 26 September 2025].

McConchie, L., 2023. Building a Positive Math Identity: A Brain-Science Approach. Thousand Oaks, CA: Corwin/SAGE.

Radišić, J., Martinović, D., Menter, J. and Janjetović, M., 2024. Am I a math person? Linking math identity with students’ motivation and achievement. European Journal of Psychology of Education. [online] Available at: https://link.springer.com/article/10.1007/s10212-024-00811-y [Accessed 26 September 2025].

Stringer, M., Moschetti, R. and Hernandez, J., 2024. Figured Worlds and Rightful Presence in Mathematics Education. Teaching and Education in Mathematics Journal, 16(2), pp.112-128. Available at: https://journals.charlotte.edu/teem/article/view/1462/1454 [Accessed 26 September 2025].

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Woman writing math equations on a chalkboard, holding a notebook, with a thought bubble of the pi symbol.

Preparing for Maths Assessments

By Estelle Barnard • October 22, 2025

Mathematics rewards practice with purpose: spaced revision, plenty of self-testing, making notes, checking with feedback, and calm, consistent routines. Below you’ll find exactly how to do this at different stages of school. The Big Three for All Learners Space it out Short, regular sessions beat last-minute marathons. Plan 20–40 minute slots across the week and revisit topics before you forget them. This is known as the spacing effect (Cepeda et al., 2008). Retrieve, don’t just reread Close the book and try to solve or recall from memory. Use past questions, quick quizzes, and “write-from-memory” summaries. Retrieval practice strengthens long-term learning, especially when you check your answers (Roediger & Butler, 2011). Think about your thinking Teach learners to plan, monitor, and evaluate how they study. Simple questions like, “What will I practise today? How will I know I’ve improved?” turn revision from passive to purposeful (EEF, 2018). Primary School (Grades 4–7) Goals Build number sense and fluency (times tables, fractions, decimals). Understand why methods work, not just how to perform them. Study Rhythm Mon/Wed/Fri: 20 min mixed practice (across old and new topics). Tue/Thu: 20 min facts fluency (typically something like time tables or fractions) Weekend: 25–30 min “Teach-Back” session: learner explains one concept aloud (e.g. “How do we find a common denominator?”). High School (Grades 8–12) Goals Strengthen algebraic fluency, geometry, trigonometry, statistics, and calculus. Build exam stamina and the ability to select appropriate methods. Exam Preparation Plan Weeks –4 to –3: Cover all topics and create a spaced schedule. Weeks –3 to –2: Attempt past-paper sections; very important to check with detailed memos. Prepare an error log of frequent mistakes. Weeks –2 to –1: Interleave topics and focus more on challenging topics (e.g., trig, functions, geometry). Final Week: Short, focused recall sessions from your “error log.” The Value of Writing Your Own Notes and Step-by-Step Summaries One of the most effective yet overlooked study habits is summarising key procedures in your own words . Mathematics is full of repeatable processes: simplifying fractions, expanding algebraic expressions, finding derivatives using first principles, or completing the square in a quadratic equation. Writing out the steps helps learners form mental blueprints they can rely on in tests. Why this works Research shows that encoding information through writing and explaining strengthens understanding and recall (Dunlosky et al., 2013; MIT Teaching + Learning Lab, 2020). When learners create their own step-by-step summaries: They engage in sense-making, not just copying. They uncover misconceptions early. They connect formulas with reasoning (“why does this step come next?”). They create a quick reference guide for revision. Examples: Simplifying fractions: Find common factors → Divide numerator and denominator → Check if it can simplify further. Completing the square: Divide so that x squared stands on its own →Take the constant term to the right-hand side →Add half of the coefficient of x squared to both sides → Factorise the left-hand side to form a perfect square → Simplify and solve for x. Visualisation and Trigonometry Trigonometry can be tricky until you visualise how angles behave on the Cartesian plane . Remember: in trigonometry, angles are measured from the positive x-axis , moving anticlockwise for positive angles and clockwise for negative ones. (See the labelled diagram above, showing where each trigonometric ratio is positive or negative, including the reduction formulae.) Using StudyChamp Resources Effectively StudyChamp’s detailed memos and step-by-step worked examples make maths study easier: Compare your solution to the memo. Highlight key reasoning steps. Add the process to your “Maths Procedures Notebook”. By exam time, that notebook becomes your own personalised study guide: practical, and written in your own words. References Cepeda, N. J., et al. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11). Dunlosky, J., et al. (2013). Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. Education Endowment Foundation (EEF). Metacognition and Self-Regulated Learning Guidance Report. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1). MIT Teaching + Learning Lab. (2020). Note-Taking and Sense-Making Strategies. Massachusetts Institute of Technology.