Paper Title

Mathematical identity has a relationship with how a pre-service teacher learns and teaches mathematics. Therefore, a pre-service teacher must have a good mathematical identity. This study aims to investigate the mathematical identity of pre-service elementary teachers and whether there are differences based on gender and educational background. This study used a quantitative approach with a survey method. The respondents were 171 PGSD students at Yogyakarta State University. This study used a Pre-Service Teacher’s Mathematics Identity (PSTMI) questionnaire distributed through Google Form. The analysis techniques used were descriptive and inferential statistics. The results of the analysis showed that most of the pre-service elementary teacher students had a low level of mathematical identity. Furthermore, there was no difference in mathematical identity based on gender. In addition, there was also no difference in mathematical identity based on previous educational background. Keywords - Pre-service Elementary Teacher; Mathematical Identity; Mathematics Education.