Context: Research has consistently demonstrated that parents, teachers, and curriculum structures influence students’ attitudes towards mathematics (Clerkin & Gilligan, 2018; Quaye & Pomeroy, 2021; Pocalana et al, 2023; O’Meara et al, 2022; Saadati et al, 2023; Connolly et al, 2021). However, comparatively little attention has been paid to the role of peer interactions in shaping students’ mathematical identities and self-concept as the curriculum is enacted in classrooms, particularly in Ireland. In Irish post-primary education, mathematics is a compulsory subject until the age of 18 or 19, and high-stakes assessment structures, including bonus points for Higher Level mathematics, position the subject as both valuable and anxiety-inducing (Prendergast et al, 2022). During this shared curricular experience, common global  narratives such as “I hate maths” or “I was never any good at maths” persist among students and adults alike, suggesting that attitudes towards mathematics are socially produced and sustained. Amid new Senior Cycle Redevelopment, now more than ever, it is imperative that we explore peer influences on mathematical identity as we move towards a more student-centred approach to learning. While curriculum policy outlines intended learning outcomes, the lived curriculum emerges through everyday classroom interactions (Priestley, Biesta, & Robinson, 2015).

Aim: The aim of this study is to capture student voice by exploring how peers interact during mathematical tasks and discussions, and how these interactions influence students’ mathematical identities and self-concept. A further aim is to explore how peer discourse shapes students’ confidence, self-belief, and sense of belonging in mathematics classrooms at a critical stage of early adolescence. To answer the question ‘How do peer interactions influence post-primary students’ self-belief and mathematical identities in the Irish education system?’ I will explore the concepts of identity, belonging, subjectivity, and self-concept.  Drawing on Social Identity Theory and Social Learning Theory, this study addresses a gap in the literature by examining how peer interactions contribute to shared meanings about mathematical ability, confidence, and belonging as students engage with the mathematics curriculum (Tajfel & Turner, 1979).

Findings: Data will be analysed using a combination of Reflexive Thematic Analysis and Narrative Inquiry to capture both spoken discourse and underlying identity positioning. Emerging insights demonstrate how peer talk, comparison, humour, and silence contribute to the construction of mathematical identities and shape narratives about mathematical ability, influencing students’ willingness to engage, take risks, or withdraw from mathematical activity.

Implications:  This study highlights the significance of peer culture as a powerful, yet often overlooked, influence on students’ mathematical confidence and identity formation.

The Irish Context: In Ireland, compulsory education is from 4 to 16 years of age, with many students staying in education until 18/19 years to complete their Leaving Certificate examinations. Mathematics learning is a compulsory core subject throughout, with a common level course being completed in first year of post-primary and students then being streamed into higher and ordinary level at in second year. It is during this transition time from first to second year that a decline in mathematical interests can happen. Participants: In this ethnographic case study, underpinned by an interpretivist-pragmatic stance, three first year class groups will be observed in their timetables mathematics classes in a post-primary school in Ireland. Situated in a small town, the school has a rural catchment area resulting in a diverse student population. Based on student interactions, discussions, and engagements, eight focal students aged 12-14 years will be selected to participate further. All students will be familiar with each other as it is a small-town school. Data collection and analysis: Initial data collection will consist of detailed fieldnotes capturing peer interactions from the classroom observations over a period of six weeks. From these observations, eight focal participants will be selected to take part in focus groups. As focus groups can facilitate exploratory research and allow for opinions to bounce back and forth and be modified by the group (Frey & Fontana, 1991, p.178), it is hoped this will create a clearer picture of how peer influences can shape mathematical identities. During the focus group participates will work on different mathematical tasks and have discussions around mathematical prompts together and, once completed, findings will be triangulated through individual semi-structured interviews exploring students’ perceptions of their mathematical experiences and identities. Social Identity Theory (Tajfel & Turner, 1979) informs the analysis of belonging, comparison, and group positioning, Bandura’s Social Learning Theory supports examination of peer influence on self-efficacy and confidence (Bandura, 1986). Data will be analysed using reflexive thematic analysis and narrative inquiry. Implications: Findings may inform classroom practice, teacher education, and school policy by highlighting the need to recognise and shape peer dynamics in ways that disrupt negative mathematical narratives, challenge ability hierarchies, and support more inclusive participation in mathematics learning. Ethical considerations: Before collecting any data, ethical approval was sought from Maynooth University ethics committee and adhered to both the BERA code of ethics and the Teaching Council code of conduct.

It is envisaged that this study will have theoretical and pedagogical implications. Theoretical implications involve a refined understanding of mathematical identities through student narratives; and pedagogical in that student narratives will inform the type of experiences that students enjoy together which will in turn inform teachers of best classroom practices and prompt discussions about what it means to be mathematical, challenging the negative narrative that exists currently around enjoying mathematics. Findings from the study may be significant in terms of the type of language that is used among peers when talking about mathematics and how this language can shape the identity that students carry with them into life ahead and the workforce. It is hoped that insights will be gained that will inform teachers, teacher educators, policy makers, and systems just what is needed to turn the tide on the negative discourse around mathematics and encourage an uptake in mathematics related careers for students in an Irish context.

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