Exploring Our Complex Math Identities

Abstract

Three reflective tasks for students at all levels help them and their teachers become more aware of their beliefs about mathematics.

Future Directions in Research on Mathematics-Related Teacher Identity

“…Many studies have been built on several interrelated areas of research, including education research (van Putten, Stols, & Howie, 2014;Kasten, Austin, & Jackson, 2014;Spillane, 2000) or mathematics education research that focuses on affect (Leatham & Hill, 2010;Kaasila et al, 2008;Kaasila, Hannula, & Laine, 2012). Narrative was also used as a metatheoretical approach (Drake et al, 2001;Lutovac & Kaasila, 2011;McCulloch, Marshall, DeCuir-Gunby, Caldwell, & Ticola, 2013); such studies not only employed narrative methodologies but also constructed theoretical frameworks rooted in Jarome Bruner's work on narrativity and narrative identity as discussed by Dan McAdams and Paul Ricoeur.…”

“…Many studies have tackled the constituents of identity; as a result, some have also provided theoretical models for understanding identity (e.g. Boylan & Woolsey, 2015;Bennison 2015;Van Putten, Stols, & Howie, 2014, Pausigere & Graven, 2013Leatham & Hill, 2010;Owens, 2008;van Zoest & Bohl, 2005). Bennison (2015) spoke of 'identity-embedded-in-numeracy ', de Frietas (2008) discussed the identity of mathematics 'mastery', Spiltler (2012) explored a literacy identity within the context of teaching mathematics and although Owens (2008) distinguished teacher identity from what she called 'identity as a mathematical thinker', we can see that the latter aspect may in fact form a vital part of teacher identity.…”

“…Several studies have dealt with the contextual factors (including subject context) in teacher identity and its development (de Freitas, 2008;Drake et al, 2001;Goos & Bennison, 2008;Hobbs, 2012a,b;Hodges & Cady, 2012;Kasten, Austin, & Jackson, 2014;Lutovac & Kaasila, 2014;Owens, 2014;Spillane, 2000;van Zoest & Bohl, 2005). Among them, many studies have emphasised the context-dependent status of teacher identity, particularly regarding the subject matter that teachers teach (Drake et al, 2001;Spillane, 2000) and the education level at which they teach mathematics (Kasten, Austin, & Jackson, 2014;Leatham & Hill, 2010). Hobbs (2012b) built on Dewey's work by discussing how subject-context differences influence teachers' approaches to teaching.…”

“…Chronaki and Matos (2015) suggested that understanding teacher identity work may also help us understand the discourses of technology use in mathematics education and the potential for change in terms of identity. Finally, it has been suggested that identity development and identity work may be facilitated by challenging multiple discourses in the context of mathematics (de Freitas, 2008), expanding the repertoire of discourses available to students during teacher education (Skog & Andersson, 2015) and encouraging a strong focus on selfreflection (Hossain et al, 2013;Leatham & Hill, 2010). On the other hand, Neumayer-Depiper (2013) questioned the possibility of facilitating identity work in teacher education.…”

“…If we agree that teacher identity is significant due to its direct link to teaching, and consequently, to students' learning and mathematical identities, then more empirical data regarding this linking process is needed. For example, while Clark et al (2013), Leatham and Hill (2010) and Pipere and Mičule (2014) discussed this relationship, they approached it only through teachers' self-reports or researchers' own observations. Outside of the reviewed studies, and from the perspective of student identity, the benefit of examining student and teacher identities simultaneously has been demonstrated (e.g.…”