Being a Girl Mathematician: Diversity of Positive Mathematical Identities in a Secondary Classroom

The construction of positive mathematical identities (MIs) is a complex and central issue in school mathematics, where girls are usually “counted out” of the field. This study explored positive MIs (high achiever and positive relationship with mathematics) of 3 girls. The results highlight diversity in how these girls experienced mathematics. The study also explored and discussed the roles of mathematical practice and belonging to different peer clusters in these different forms of identification.