Examining the Mediating Role of Students’ Perception of Mathematics in the Relationship between Teacher Positioning and Mathematics Identity Among Senior High School Students

Abstract

Mathematics learning involves not only acquiring mathematical concepts and skills but also developing an identity as a member of the mathematics classroom community. This study examined the relationship between teacher positioning and student mathematics identity and the mediating effect of students’ perceptions of mathematics. A survey was conducted among 508 senior high school students, and the research instrument was pilot-tested and validated on 340 students and 238 teachers. Structural equation modeling and mediation analysis were used to analyze the data. The findings revealed that teacher positioning had a direct impact on students’ mathematics identity even when students’ perception of mathematics was considered a mediator variable. Mediation analysis showed that students’ perception of mathematics partially mediated the relationship between teacher positioning and students’ mathematics identity, confirming that teacher positioning and students’ perceptions of mathematics are crucial components in the construction of students’ mathematics identity. This research demonstrates the role of teacher positioning and students’ perceptions of mathematics and highlights factors that contribute to the development of mathematics identity and their interactions with teacher positioning and students’ mathematics perception. Further research should investigate other factors that contribute to mathematics identity and their impact on student learning outcomes.