This phrase is not uncommon to hear when asked about their disposition towards math. It gives insight into the speaker's mathematical identity in which they are unable to see themselves as successful in math. There is no such thing about being a math person vs. not being a math person. There are certain characteristics and skills that people may possess that make math learning easier, but these are characteristics and skills that can be developed by anyone. 






A math identity encompasses the attitudes and beliefs we hold about ourselves towards math. It's important to understand our math identity affects our mindset and readiness to engage in mathematics. 

Teachers and parents play a key role in influencing a math identity. If we are unable to see ourselves as members of the math community then students often struggle to see themselves as a math learner. A recent study by Shengjie Lin and Katherin Muenks (2024) have found that even a student's perception about their parents attitude towards math can influence their own mindset.   For this reason, it become a vital that we understand how we can positive math identity for our students. In order to do this, we must reflect on own own math identity to acknowledge our own bias towards math.