The study explored mathematics identity-formation and development, which concerned with how students come to orient themselves toward or away from engagement in mathematical activity due to a combination of perceptions of self as a high or low achiever in the learning of mathematics on one hand and perceptions of how others such as teachers, peers, parents and community see them in mathematical contexts. As a qualitative research study with an open-ended unstructured questions (r=0.69) and four research questions, an exploration of possible relationships that exist in mathematics achievements through the four faces of identity-formation of mathematics learning, namely engagement, imagination, alignment, and nature were considered. Findings through unstructured interview with the selected students reveal different variations of identity-formation, which serve as contributions to better articulate and conceptualizing the academic achievement of students in mathematics, which serves as an indispensable tool for Science and Technology.
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