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The advent of a democratically-elected government in South Africa in 1994 disrupted the erstwhile synchrony between the schooling system, teacher education system, curriculum and pedagogy. Yet many South African teachers continue to express their teacher identities much like they did prior to 1994. The explanations posited for why this is the case tend to focus on systemic arguments. Notwithstanding...
Identity research in mathematics education has become increasingly prominent over the past two decades. In the last few years, there have been several reviews of identity literature in the field of mathematics education generally, or specifically focused on mathematics learner identities or mathematics teacher identity. We begin our paper by summarizing the key findings of these reviews, pointing...
While race, class, and gender are often treated as well-defined and static identities within mathematics education research, we explore gender, race and class as performances through the case of a middle school Black girl, Cameryn. Scenes from video artifacts are deconstructed using a hermeneutic process to reveal how Cameryn positions herself as a seemingly disinterested, resistant mathematics student...
The construct of identity is increasingly recognized as a dominant and determining aspect in learning mathematics. While researchers—collectively—theorize identity as situated and negotiated, they also draw attention to the unwieldy nature of the concept that makes it difficult to define and operationalize. The purpose of this paper is to contribute to the conversation on identity in mathematics education...
Although many scholars in the field of mathematics education are aware that identity discourses are highly political, research in the field usually lacks a framework theoretically and methodologically to address the political dimension of identity research. Based on Laclau and Mouffe’s discourse theory and the case of a female secondary school student at a German public school, the present paper analyses...
It is not easy for teachers to re-author their professional identities to incorporate change after participation in professional development (PD). In this article, we seek to understand Chilean teachers’ collective identity performances after PD into collaborative problem-solving mathematics. We undertook a classical thematic analysis of semi-structured interviews held with 10 primary school teachers...
Teacher identity has become important in mathematics education research, but mainly in relation to programmes for teacher education (TE) and professional development (PD). Less attention has been paid to understanding the role and development of identities in the majority of cases in which teachers are not involved in long-term TE or PD. This paper presents a study that seeks to develop such understandings...
In this paper, we offer a theoretical account of the emotion–cognition dialectic (i.e. the unit of feeling and cognition in thought) in identity formation (or identification), focusing on early childhood and mathematics. We consider how contradictory (emotional-cognitive) experiences which arise in different forms of mathematical activity (a mathematical play activity versus formal classroom mathematics)...
Previous studies have reported the influence of professional development (PD) on participating teachers’ identities. However, what goes on in PDs, how and why they shape particular identities require further investigation. This study contributes in this direction by drawing on the notions of practice-linked identities and identity resources to examine how two teachers’ mathematics teaching identities...
This article examines possibilities for using Valsiner’s zone theory to understand identity formation of mathematics teachers and mathematics teacher educators. We situate our analysis within a sociological frame for identity research, in which identity is interpreted as an action rather than an acquisition. Valsiner’s theoretical approach is based on Vygotsky’s notion of the zone of proximal development,...
In this study we examines identity narratives of elementary teachers about ‘good’ mathematics teaching and about themselves as teachers. The Exploration Pedagogical Discourse (EPD), which is widely adopted by the mathematics education community, is demonstrated through a formal document of the Israeli Ministry of Education, and contrasted with the Acquisition Pedagogical Discourse (APD, akin to ‘traditional’...
This article presents a practice perspective of mathematics pedagogy and mathematics learning, by considering the interconnections between how developing a mathematics identity is bound up with the sayings, doings and relatings one experiences in classroom mathematical encounters. Broadly, mathematics education is fundamentally about stirring students into mathematical practices. In schools, doing...
Scholars who take a situative perspective on mathematics identity have focused on different kinds of resources and mechanisms that are available for identity development, particularly for students from minoritized backgrounds. Although these approaches are generally not contradictory, they are not always consistent. Differences in what is foregrounded and backgrounded in these studies mean that at...
A vast body of research has shown that teacher identity matters, be it in mathematics or in any other subject. The means of investigating teacher identity greatly determine the knowledge we have; however, no review of the methodological approaches into this topic has yet been conducted. This paper provides an overview of the methodological approaches in the research on teacher identity in mathematics...
Drawing on students’ language repertoires for conjecture, we here focus on communication acts to consider students’ mathematical identities in action. Our attention to authority and positioning in mathematics classrooms led us to interrogate the intertwined nature of discourses and how they may make identities available. We use an interaction among a group of grade ten students in a problem-solving...
This commentary combines the insights offered by the contributors to this special issue into one consistent whole, a single story of identity and the learning of mathematics. Its somewhat unusual format—the story is told in an interview granted by the “Ideal Mathematics Education Researcher” to a journalist—signals that the author addresses the narrative not only to her fellow academics, but also...
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