In this article, the authors discuss some of the dispositions that comprise students' (and teachers') relationships with mathematics--what they call a "mathematical identity." They define "mathematical identity" as an individual's "relationship" with mathematics. They present three reflective tasks that can be used with math students at all levels to help them and their teachers become more aware of their mathematical identities. The authors' premise is that, although many similarities are likely among their students' mathematical identities, there are also many differences. These differences may not be apparent in the classroom or even in individual conferences with students. In fact, most students and teachers have never tried to articulate these beliefs. The authors encourage readers to think about their own beliefs as they read this article. A greater awareness of one's own beliefs about math, and of the range of different beliefs that students may have, can significantly influence classroom interactions and help motivate students. (Contains 4 figures.)