Review article | Open Access
Journal of Educational Studies in Science and Mathematics 2025, Vol. 4(2) 42-54
Mathematics Identity: Conceptualization, Core Components, Theoretical Perspectives, and Educational Implications
pp. 42 - 54 | DOI: https://doi.org/https://doi.org/10.29329/jessm.2025.1412.1
Publish Date: December 31, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
This review article examines mathematics identity as a multidimensional and context-sensitive construct that helps explain students’ relationships with mathematics beyond test scores and cognitive performance. Mathematics identity is discussed at the intersection of learners’ self-perceptions in mathematics and the social experiences they live through while participating in mathematical practices. Building on major strands in the literature, the paper synthesizes psychological and subjective perspectives such as competence and value-related beliefs, sociocultural perspectives such as participation, belonging, and recognition in communities of practice, and narrative and discourse approaches that emphasize identity as continually rewritten through experience and storytelling. A prominent explanatory framework highlighted in the review conceptualizes mathematics identity through three components: interest, competence and performance beliefs, and recognition by significant others such as teachers and peers. The article also summarizes evidence linking mathematics identity to achievement, engagement, motivation, persistence, and longer-term orientations toward advanced coursework and STEM pathways. Finally, it discusses how identity is shaped by classroom norms and interactions, and offers instructional implications: learning environments that make students’ ideas visible, distribute participation more equitably, treat errors as productive, and recognize students for their mathematical thinking can strengthen mathematics identity; therefore, identity-supportive pedagogical principles should be explicit targets in teacher education and curriculum development.
Keywords: engagement, mathematics identity, recognition
APA 7th edition
Satmaz, I., & Kincal, R.Y. (2025). Mathematics Identity: Conceptualization, Core Components, Theoretical Perspectives, and Educational Implications. Journal of Educational Studies in Science and Mathematics, 4(2), 42-54. https://doi.org/https://doi.org/10.29329/jessm.2025.1412.1
Harvard
Satmaz, I. and Kincal, R. (2025). Mathematics Identity: Conceptualization, Core Components, Theoretical Perspectives, and Educational Implications. Journal of Educational Studies in Science and Mathematics, 4(2), pp. 42-54.
Chicago 16th edition
Satmaz, Ismail and Remzi Yavas Kincal (2025). "Mathematics Identity: Conceptualization, Core Components, Theoretical Perspectives, and Educational Implications". Journal of Educational Studies in Science and Mathematics 4 (2):42-54. https://doi.org/https://doi.org/10.29329/jessm.2025.1412.1
Anderson, R. (2007). Being a mathematics learner: Four faces of identity. The Mathematics Educator, 17(1), 7–14. https://doi.org/10.63301/tme.v17i1.1906
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Barba, K. M. (2022). Mathematical identity and the role of the educator. Journal of Mathematics Education at Teachers College, 13(1), 7–13. https://doi.org/10.52214/jmetc.v13i1.9187
Bishop, J. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34–74. https://doi.org/10.5951/jresematheduc.43.1.0034
Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239–258.
Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematical worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). https://doi.org/10.5040/9798400688362.0011
Cass, C., Hazari, Z., Cribbs, J., Sadler, P. M., & Sonnert, G. (2011, October 12–15). Examining the impact of mathematics identity on the choice of engineering careers for male and female students. In 2011 Frontiers in Education Conference (FIE) (pp. F2H-1–F2H-5). IEEE. https://doi.org/10.1109/FIE.2011.6142881
Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68. https://doi.org/10.5951/jresematheduc.40.1.0040
Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86(4), 1048–1062. https://doi.org/10.1111/cdev.12363
Crossley, S., Ocumpaugh, J., Labrum, M., Bradfield, F., Dascalu, M., & Baker, R. S. (2018, July). Modeling math identity and math success through sentiment analysis and linguistic features [Conference paper]. 11th International Conference on Educational Data Mining (EDM), Raleigh, NC, United States. (ERIC Document No. ED593117).
Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33. https://doi.org/10.1007/s10649-016-9696-5
Froschl, M., & Sprung, B. (2016). Organization spotlight: Furthering girls’ math identity: The key to girls’ math success. Childhood Education, 92(4), 320–323. https://doi.org/10.1080/00094056.2016.1208013
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
Grootenboer, P., & Jorgensen (Zevenbergen), R. (2009). Towards a theory of identity and agency in coming to learn mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 255–266. https://doi.org/10.12973/ejmste/75277
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3–4), 153–166. https://doi.org/10.1007/s11199-011-9996-2
Hachey, A. C. (2021). Advancing early STEM identity development: Insights into early childhood mathematics education. Journal of Mathematics Education, 13(2), 1–7. https://doi.org/10.26711/007577152790070
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363
Holland, D., & Lave, J. (Eds.). (2001). History in person: Enduring struggles, contentious practice, intimate identities. School of American Research Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Leatham, K. R., & Hill, D. S. (2010). Exploring our complex math identities. Mathematics Teaching in the Middle School, 16(4), 224–231. https://doi.org/10.5951/MTMS.16.4.0224
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480–1488. https://doi.org/10.1177/0956797615592630
Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410604866
Martin, D. B. (2007). Beyond missionaries or cannibals: Who should teach mathematics to African American children? The High School Journal, 91(1), 6–28. https://doi.org/10.1353/hsj.2007.0023
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Contemporary Educational Psychology, 19(2), 193–216. https://doi.org/10.1037//0022-0663.86.2.193
Ruef, J. L. (2020). What gets checked at the door? Embracing students’ complex mathematical identities. Journal of Humanistic Mathematics, 10(1), 22–38. https://doi.org/10.5642/jhummath.202001.04
Satmaz, İ. (2023). 5. sınıf öğrencilerinin matematik kimliklerinin oluşum süreçlerinin incelenmesi [An examination of the formation processes of 5th grade students’ mathematics identities] (Doctoral dissertation, Çanakkale Onsekiz Mart University). Çanakkale Onsekiz Mart Üniversitesi Açık Erişim Arşivi. https://acikerisim.comu.edu.tr/items/9cad7240-9c67-44d7-b4f2-fba13dca97c9
Satmaz, İ., & Kıncal, R. Y. (2023). Matematik kimliği ölçeği: Geçerlik ve güvenirlik çalışması [Mathematics identity scale: Validity and reliability study]. Uluslararası Bilim ve Eğitim Dergisi, 6(2), 75–88. https://doi.org/10.47477/ubed.1337586
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
