We investigate Grade 10 learners’ mathematical identities, with a focus on influences on the learners’ identities. A mathematical identity questionnaire was given to learners and their test scores accessed. Four learners were purposively selected for interviews on the basis of interesting relationships between their questionnaire responses and test scores. The interview data were analysed for stories of the learners' confidence, beliefs and persistence with mathematics, as indicators of mathematical identity. The findings showed that learners can hold largely robust, modest or largely fragile mathematical identities, which are related to these three indicators. Past and present mathematical experiences, what family members and peers said about the learners and about mathematics, including peer labelling, were related to the learners’ identities. Career opportunities associated with mathematics, pleasing others and gaining prestige contributed to how learners formed their mathematical identities.

中文翻译：

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高中生的数学身份

我们调查10年级学习者的数学身份，重点关注对学习者身份的影响。向学生提供了数学身份问卷，并获取了他们的考试成绩。根据他们的问卷回答和测试成绩之间的有趣关系，有目的地选择了四个学习者进行访谈。对访谈数据进行了分析，以了解学习者的自信心，信念和坚持不懈的故事，以此作为数学身份的指标。研究结果表明，学习者可以掌握与这三个指标有关的强大，适度或脆弱的数学身份。过去和现在的数学经验，家庭成员和同伴对学习者和数学的看法，包括同伴标签，与学习者的身份有关。与数学相关的职业机会，取悦他人并赢得声望，有助于学习者形成数学身份。