2025 MidSchoolMath National Conference

A student’s mathematical identity and how they situate themselves as a mathematical learner are framed by their early experiences and interactions with mathematics. Mathematics anxiety can alter a student’s attitude towards the content, detouring academic pursuits and career choices.

Accelerated learners are not devoid of confidence issues and struggles with mathematical identity. When students are accelerated into high school math courses in middle school, such as Algebra 1, our learners may have gaps in essential knowledge that predicate the content of future math courses. Students who may have a positive self-perception of their mathematical ability may become overwhelmed with the increase in content complexity, causing a shift in how they view themselves as mathematical learners.

As mathematics teachers and leaders, how can we help students reframe the struggle and rebuild their mathematical identity? Together, we'll discuss research and strategies and you'll leave with handouts and more!