Believe it or not, everyone older than around 10 years, has a math identity. One’s “math identity” is the way they view themself as a mathematician. “Math is just not my thing” or “Math is useless” or “I am good at math” are all common beliefs that shape people’s math identity. Étienne Wenger (1998) explains how this identity is formed: “Because learning transforms who we are and what we can do, it is an experience of identity. It is not just an accumulation of skills and information but a process of becoming—to become a certain person or, conversely, to avoid becoming a certain person. Even the learning that we do entirely by ourselves contributes to making us into a specific kind of person. We accumulate skills and information, not in the abstract as ends in themselves, but in the service of an identity.” 

I remember when I was in fourth grade I was placed in a “Talented and Gifted” Math class of only seven children. This established my belief that “I was a math person.” However, this was not as beneficial as one may think for my math identity: When math became challenging, this belief stole my vulnerability to express struggle and need for help. 

Good tutors are imperative for helping students recognize, become vulnerable with, and work through faulty math identities.  

Here are the ways I help my students improve their math identity:

1. Provide tools for success

With clear, organized instruction that matches students’ desired learning style, anyone can master a concept. Whether it’s visual aids, step-by-step breakdowns, or interactive demonstrations, offering various tools ensures every student has the opportunity to excel. By tailoring the learning experience to individual needs, students feel empowered to tackle challenges with confidence.

2. Emphasize and recognize hard work

I remind my students that “hard work beats talent every time,” and I commend them for their effort. Recognizing hard work not only acknowledges their dedication but also reinforces the idea that perseverance is the key to success. By celebrating small victories along the learning journey, students are motivated to continue striving for improvement.

3. Provide space to be vulnerable 

No question is too small, stupid, or silly. Creating a safe environment where students feel comfortable expressing confusion or seeking clarification fosters a culture of curiosity and exploration. When students know it’s okay to make mistakes and ask for help–especially for those students who have been told they are “great at math”– they are more likely to engage deeply with the material and grow academically.

4. Encourage a growth mindset.

Carol Dweck, in her book Mindset, discusses how brains literally respond differently to mistakes in subjects with a growth vs. a fixed mindset. By highlighting the power of believing in one’s capacity for growth, students learn to view challenges as opportunities for learning and development. Encouraging a growth mindset instills resilience and a willingness to embrace challenges as part of the learning process.

5. Instill confidence 

I believe that confidence is a key ingredient in an upward cycle to success. Confidence leads to more enthusiasm toward studying, which leads to better grades, resulting in more confidence. Through positive reinforcement and providing opportunities for students to experience success, their self-assurance grows, enabling them to tackle increasingly complex problems with confidence.