The Fragile “Math Person”: Identities and Existential Experiences of Mathematically Gifted Students in Performance-Driven Schooling

Abstract

This study investigates the existential experiences of mathematically gifted students within neoliberal, performance-driven schooling systems. The sample included 25 mathematically gifted students who completed an online qualitative questionnaire capturing first-person accounts of success, failure, and meaning-making. A thematic analysis identified four main themes. First, performance pressures and recognition practices shaped students’ identities, stabilizing but also rendering fragile a “math person” self-concept. Second, students largely adopted external metrics of success, yet often experienced such success as hollow or routine. Third, participants searched for existential meaning through mastery, creativity, and contribution, despite feeling that commodified success diminished authentic engagement. Finally, students reported stress, responsibilisation, and isolation, alongside protective factors such as creative problem-solving and aesthetic appreciation of mathematics. These findings underscore the need for educational practices that support healthier identity development, broaden definitions of success, and foster meaning-making for mathematically gifted learners.