Follow Me Into Math: Near‐Peer Influencers Take the Stage

Young people like to be entertained, and to entertain others. What if students were to invest enough of their time and effort into learning topics from our mathematics courses to become experts in the eyes of their peers? In this study we positioned college students and high school students as mathematical performers on the stage in front of their nearpeers, for whom they became math influencers, developing and presenting MathShows. The paper shows readers how we positioned students on the stage, using a 7‐step MathShow Design Process informed by a Neer‐peer Mathematical Mentoring framework. Of import for educators, researchers and learners alike, results illustrate not only the rich mathematical ideas encountered by students in this creative, informal learning experience, but also how it supports building mathematical self‐confidence and identity.