Mathematics Identity

Consider a time when you have spoken with a friend, colleague, or family member who does not particularly like mathematics. When mathematics enters a conversation, they may change their posture, take a step back, and assert that they are “not a math person,” or that they “do not get along” with mathematics. Statements like this can provide a glimpse of someone’s mathematics identity. Defining the construct of mathematics identity has been a focus of theory and research, and yet there remains no single definition of mathematics identity. Still, over the last several decades, research on mathematics identity has developed considerably both in quantity of research and depth of understanding within the field. Researchers view mathematics identity more broadly than a feeling, belief, or attitude toward mathematics—though many do see this as part of the construct. Mathematics identity may also include whether one is recognized by others as competent in mathematics, the stories one tells about their personal history with mathematics, and the performative actions one makes when doing mathematics. We have organized this article into six sections. We begin with a collection of General Overviews, including literature reviews, encyclopedia entries, and books on mathematics identity. Our second section highlights the Theoretical Underpinnings used to guide researchers in the field. As research has developed, subtopics of learner and teacher identity have emerged. Therefore, the third section covers Mathematics Learner Identity, while the fourth covers Mathematics-Related Teacher Identity. This is followed by a fifth section on Intersectionality, highlighting the complexities of mathematics identity and its interrelatedness with other constructs. Lastly, we share some Journals that frequently house the research on mathematics identity.