Mathematical identity is the relationship an individual has with mathematics. It includes experiences and knowledge of mathematics as well as how one thinks about the subject. Formation of identity is part of one’s education and it serves as a tool for self-reflection amongst trainee teachers to re-evaluate their own experience of being taught mathematics.

The core focus of this research is to broaden the scope of mathematical identity to a new and unexplored context. Specifically, to that of students who undertake to study mathematics as a constituent part of a degree in Science/Engineering. It is proposed to analyse how mathematical identity can be used to explore the challenges that these students face during the transition from post-primary to third level education in Ireland.