What other people think and why it matters? An investigation of key influences on mathematical identity

Mathematical identity is an overarching idea used to describe the multi-faceted relationship that an individual has with mathematics, including knowledge and experiences, perceptions of oneself and others. This paper reports on a study using narrative, of mathematical identity among pre-service teachers and focuses on the role played by teachers, family and peers in influencing this identity. An analysis of this role can provide insight into societal mathematical engagement, reveal the influences on those choosing to continue to study the subject to a higher level and help students to identify key formative critical factors for their own pupils.