This research study explored how undergraduate mathematics students perceive
themselves as capable mathematics learners and whether gender differences exist in the
undergraduates students' perceptions. The research was framed by three approaches of
understanding identity: self-efficacy, environment, and four faces of learner's identity. A
mixed methods approach to the study was used where data were collected from
interviews and an online questionnaire. Data analysis revealed that undergraduate
mathematics students' perceptions of their mathematical identity as capable mathematics
learners are influenced by their perceptions of their experiences such as: (a) perceptions
of having previous knowledge of the course, (b) being able teach others and others
understand it, (c) being recognized by their professors, (d) contributing and fitting in, (e)
having opportunities to interact with their peers, and (f) being able to fit in with their
image of a capable mathematics learner
