Supporting Secondary Math Students in Developing a Positive Math Identity

It is not uncommon for students (and adults) to experience anxiety when it comes to math class. The underlying notion that mathematics is simply not meant for some while being meant for others permeates the culture in the United States. For students, the development of their math identities begins at an early age and is heavily influenced by their experiences in school, specifically the math classroom. With so much at stake in terms of identity development, achievement, and future success, this capstone project sought to explore the question: How can students be actively supported in building a positive math identity through the middle years? Current literature suggests the immense impact teachers and their classrooms can have on positively shaping students’ math identities. An eight-day professional development series was designed in response to the opportunity teachers have to reflect on their own math identities, and intentionally craft learning spaces conducive to fostering positive math identities in their students.