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Abstract
The manuscript you uploaded examines the formation of mathematical identities among students participating in the National Learning Camp (NLC) at Hindang National High School in the Philippines. This study focuses on Grade 7 and Grade 8 students who experienced the transition back to face-to-face classes following the COVID-19 pandemic. The research investigates the factors that influence the development of students' mathematical identities, analyzing their perceptions, challenges, and experiences in a post-pandemic learning environment. It highlights how the NLC, aligned with DepEd’s learning recovery efforts, serves as a tool to close learning gaps and foster critical thinking, problem-solving, and collaboration in mathematics. Theoretical frameworks such as Social Identity Theory, Self-Determination Theory, and Communities of Practice are employed to explore how group dynamics, motivation, and social interactions contribute to identity formation. Through qualitative methods, the study offers insights into how educational interventions like the NLC shape students’ self-concepts, enhancing their engagement and performance in mathematics. The findings are intended to inform the development of school-based action plans and curricular strategies that support positive mathematical identity formation among learners.
