I explore and describe learners’ mathematical social identities and their implications for the learners’ achievements in mathematics learning. A qualitative research method was conducted with a purposeful sample of one school in Gauteng Province, South Africa; a total of ten mathematics learners and three mathematics teachers were interviewed, and the mathematics learners’ parents completed questionnaires. The data acquired were presented and critically discussed. It became evident that mathematics learners and others viewed learners’ attitudes and beliefs toward mathematics learning as natural. They are however socially constructed. Race and gender, as well as their capabilities, are not significant in the learners’ achievements in mathematics learning. The assumptions have been that most theorists’ writings on learners’ mathematical social identities and their achievements in mathematics learning are very ambiguous and confusing. This worsens the problem. Most theorists have used terminologies like mindsets, beliefs, attitudes, capability, interest, like, dislike, enjoyment, daunting and phobia. These terms make the learners, as well as others, believe that there might be something unique generating the attributes; it is what they are born with, as well as internal psychological phenomena that the mathematics learners either have or do not have. I offer conclusions and recommendations supported by the data discussed for effective mathematics learning and achievement in Gauteng Province, South Africa and beyond.
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