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Mathematical identity is a socio-motivational construct known to be a predictor of mathematical achievement. Students who identify positively with mathematics are more likely to pursue advanced courses and Science, Technology, Engineering, and Mathematics (STEM)-related occupations. Although mathematical identity is shaped by a myriad of internal and external factors on both a small and large scale, educators play a significant role in the formation of their students’ mathematical identities. This paper presents an overview of research regarding those pedagogical practices for teaching mathematics that can foster the formation of positive mathematical identities.


© 2022 Kimberly Barba. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits the user to copy, distribute, and transmit the work provided that the original authors and source are credited.

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Journal of Mathematics Education at Teachers College

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Barba, K. (2022). Mathematical identity and the role of the educator. Journal of Mathematics Education at Teachers College, 13(1), 7-13.



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