Investigating mathematics teacher identity development: A theoretical consideration

6533b7d5fe1ef96bd12639c3

RESEARCH PRODUCT

Investigating mathematics teacher identity development: A theoretical consideration

subject

Identity [SHS.EDU]Humanities and Social Sciences/Education [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO][SHS.EDU] Humanities and Social Sciences/Education [MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO]ComputingMilieux_COMPUTERSANDEDUCATION transition identity development situated concept images

description

International audience; The paper discusses a theoretical framework for investigating the process of becoming a mathematics teacher, based on the need to better understand how mathematics and teaching combine in developing mathematics teacher identities. Identity is understood as a function of participation in and at the boundaries of various communities of practice, during university teacher education and at school. In order to reveal possible relationships between developing teacher identities and the discipline of mathematics, teachers' changing concept images of mathematics are embedded within the definition of identity.

year	journal	country	edition	language
2015-02-04

https://hal.archives-ouvertes.fr/hal-01289871

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