Investigating mathematics teacher identity development: A theoretical consideration - Mathematics teacher knowledge, beliefs, and identity Accéder directement au contenu
Communication Dans Un Congrès Année : 2015

Investigating mathematics teacher identity development: A theoretical consideration

Kirsti Rø
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Résumé

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.
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Dates et versions

hal-01289871 , version 1 (17-03-2016)

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  • HAL Id : hal-01289871 , version 1

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Kirsti Rø. Investigating mathematics teacher identity development: A theoretical consideration. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3234-3240. ⟨hal-01289871⟩
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