Why Developing Positive Math Identities Should Be a Core Element of Effective Math Instruction

In today’s diverse classrooms, redefining what it means to “do math” requires more than high test scores or textbook pacing. It calls us to look deeper—into how students see themselves as mathematical thinkers. Developing positive math identities can’t be treated as an add-on. It has to be woven into the fabric of effective instruction.

The Heart of Math Success: Identity, Agency & Self-Efficacy

Let’s talk about what really drives student success in math—beyond standards and test prep. At the center are three powerful ideas:

• Identity is how students see themselves as math learners. Do they believe they belong in math spaces? Do they feel like they can be successful?

• Agency is identity in action. It’s how students engage, reason, and make decisions as doers of math.

• Self-efficacy is that quiet internal voice that says, “I’ve got this.” It’s the belief that they can tackle and solve problems—even when it’s hard.

When students lack these foundational beliefs, they often disengage. But when we actively nurture positive math identities, students step up as confident, capable problem-solvers. They see math as something they can do—and something worth doing.

How Math Identities Are Formed

Math identity isn’t something kids are born with—it’s shaped over time by:

• Their past experiences with instruction and testing

• Whether they see others like them succeed in math

• Feedback from teachers, peers, and family

• The emotions tied to doing math—joy, frustration, pride, or shame

For students from historically marginalized groups, these experiences are often filtered through a lens of deficit thinking and low expectations. Without intentional work to affirm and empower these students, we risk reinforcing patterns of exclusion.

When “Support” Undermines Identity

Here’s a tough truth: Sometimes, our well-meaning attempts to support students actually backfire.

Pull-out interventions or low-level tracking might provide extra help, but they often send a harmful message: You don’t belong in the regular math class. Over time, students internalize this. They stop seeing themselves as capable.

A better approach? Honor what students already know. Give them meaningful opportunities to lead and contribute.

One powerful example: Ask secondary students who struggle with fractions to create a lesson for a 4th-grade class at their feeder school. This deepens their understanding and affirms them as mathematical thinkers. It’s a beautiful example of how we can Include Others as Experts and Build on Prior Knowledge—two core principles of the ICUCARE® Equity Framework.

What Leaders Must Do

If you're a school or district leader, centering identity development in your vision of math instruction is an act of educational justice.

This means:

• Creating classroom environments where student thinking is visible and valued

• Using culturally relevant curricula that reflect students’ lived experiences

• Releasing control so students can take ownership of their learning

• Holding high expectations rooted in a belief in students’ brilliance

• Including students as experts, not just consumers of content

In the ICUCARE® Framework, these are not just ideas—they’re action steps. They show up in how we lead PD, analyze student work, and support teachers to grow.

Final Thoughts

If we want to see long-term gains in math achievement, we must begin with how students see themselves. Math success isn’t just about solving problems—it’s about believing you belong in the conversation.

When we develop positive math identities, we do more than teach math—we empower students to see themselves as thinkers, doers, and leaders.

Sources

• Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices. NCTM.

• Bandura, A. (1997). Self-efficacy: The Exercise of Control.

• Seda, P., & Brown, K. (2021). Choosing to See: A Framework for Equity in the Math Classroom. Dave Burgess Consulting, Inc.

• ChatGPT (2025). Assistance in drafting and refining educational content. OpenAI.