This study examined the identity resources used and the subject positions taken by secondary students in autobiographical narratives of their experiences with mathematics (mathographies). Data consisted of mathographies from 54 students in two differently tracked math courses at a large, diverse public high school in Brooklyn, NY. The study asked 1) What material resources do students use to position themselves as different kinds of mathematics students? What typology of mathematics identities is revealed? And, 2) What ideational resources do students use to position themselves as different kinds of mathematics students? Findings revealed three predominant mathematics subject positions: celebrated high achiever, earnest laborer, and trauma survivor. Ideational identity resources included discourses of mathematics, of America and American schooling, and of race, language, and immigration. [For the complete proceedings, see ED606531.]