Students form a sense of themselves as mathematicians early on and their math confidence and identity shape how they engage with the subject throughout their academic careers and into adulthood. By researching this connection, educators can gain insights into how accelerated learning influences students' perceptions of their abilities in math, potentially leading to more positive self-identification as mathematicians.  

The acceleration model also aligns with Connecticut’s AccelerateCT framework, which prioritizes academic renewal and student enrichment as part of the state’s post-COVID-19 recovery efforts. The AccelerateCT initiative emphasizes learning acceleration not only to close pandemic-related learning gaps but also to promote equitable educational experiences, ensuring all students have access to grade-level content. Integrated as a Tier 1 intervention within a Multi-Tiered System of Supports (MTSS), the model offers valuable insight into how early, targeted instruction can strengthen foundational math skills and confidence during critical developmental stages. Given the limited research on acceleration models in younger grades, this research can inform how secondary-level acceleration models might be adapted to effectively support younger learners with grade-level content. 

My personal interest in this topic comes from observing students’ struggles with confidence in the math classroom. Many students have experienced moments that make them feel they “are just not a math person.” But math is universal and an integral part of daily life that everyone engages with whether it is paying for groceries or recognizing music patterns. Students’ perceptions of themselves as mathematicians often persist throughout their educational careers and into adulthood. Negative self-perceptions can deter students from future opportunities, limiting their potential and self-belief. By understanding how the acceleration model relates to the development of students’ math confidence and identities, we can help prevent limiting beliefs and encourage students to see themselves as capable and confident mathematicians.