Introduction

Mathematics is a universal language and an essential tool for critical thinking and problem-solving in a
rapidly advancing world. Despite its importance, many students develop a mathematical stigma, viewing
their abilities as fixed and unchangeable, which can severely limit their potential (Kaya & Karakoc, 2022).
This stigma not only affects individual learners but also has broader implications for the global
workforce, particularly in STEM fields where mathematical proficiency is crucial (Li & Schoenfeld, 2019).

The Philippines faces significant challenges in mathematics education. Students’ performance is often
hindered by a lack of foundational skills, compounded by stigma and language barriers, which are further
complicated by inadequate educational resources (Jaudinez, 2019).

In our school at Toribio Minor National High School, mathematical stigma is a touchable barrier to
student success. This research aims to explore the extent of this stigma and its impact on students’
academic performance and attitudes towards mathematics. By understanding these factors, we can
develop targeted interventions to address and mitigate the effects of mathematical stigma.

Our research will focus on identifying the root causes of mathematical stigma, assessing its impact on
learning outcomes, and proposing evidence-based strategies for improvement. We will be exploring
student’s mathematical stigma.