Mathematics Teacher Identity: a framework for understanding secondary school mathematics teachers’ learning through practice

Zoest, Laura R. Van; Bohl, Jeffrey V.

doi:10.1080/13664530500200258

Cited by 31 publications

(31 citation statements)

References 49 publications

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“…We define who we are by the way we experience ourselves through participation as well as by the ways we and others reify ourselves (Wenger (2010)). Identity includes not only our knowledge and experiences, but also our perceptions of ourselves, 7 others' perceptions of us, and our perceptions of others' perceptions of us that develop as we participate in communities with one another (Van Zoest & Bohl 2008). As such, our identities do not exist only within ourselves, but rather are strung between us and the others with whom we interact.…”

Section: Review Of Social Sciences (Rss) Page 27mentioning

confidence: 99%

“…As such, our identities do not exist only within ourselves, but rather are strung between us and the others with whom we interact. In a sense, then, our identities (Van Zoest & Bohl 2008) are the "vehicles from within which we participate with others in community -vehicles that provide both potentials for and limitations to our participation, and that are modified as we learn and grow through mutual participation in joint enterprises with others." Thus, a person's own and others' perceptions of his/her location and trajectory within a community are key aspects of that person's identity in practice.…”

Section: Review Of Social Sciences (Rss) Page 27mentioning

confidence: 99%

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Zimbabwean female participation in physics: The use of drawings in documenting students' images of scientists

Gudyanga¹

2017

RSS

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The study investigated the Zimbabwean Advanced Level female adolescent students’ images of a scientist and the influence of female students perceived images on their participation in the subject. Three high schools that were offering physics at A’ level in the Midlands Province were targeted. Four female students eighteen years and above: three doing mathematics and physics and one doing physics without mathematics were purposively chosen. The data generating instruments were classroom observation and drawing. Findings show that two out of four female students drew stereotypical image of a male scientist and listed Eurocentric names of male scientists The other two female students, gave African names to the scientists that they drew and this may suggest that scientists are not only Eurocentric but can also be Afrocentric. Their diagrams might denote a positive physics perception which may have resulted in the construction of a positive identity formation regarding physics. The positive physics identity in turn may indicate that the female participants were more attuned to continue studying physics. However, the female students did not seem to perceive scientists as ordinary people but as famous inventive people they encountered in their science text books.

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Section: Review Of Social Sciences (Rss) Page 27mentioning

confidence: 99%

Section: Review Of Social Sciences (Rss) Page 27mentioning

confidence: 99%

Zimbabwean female participation in physics: The use of drawings in documenting students' images of scientists

Gudyanga¹

2017

RSS

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“…In spite of the numerous scholars who define identity (SACHS, 2001;SFARD;PRU-ZAK, 2005) or mathematical identity and agency (BOALER; GREENO, 2000;VAN ZOEST;BOHL, 2005) we have situated our discussion of identity and agency in the writings of Day (2004), Gutierrez (2013), and Passeggi and Cunha (2013).…”

Section: Professional Identity and Agencymentioning

confidence: 99%

Professional development shaping teacher agency and creative insubordination

Lopes

D’Ambrosio²

2016

Ciênc. educ. (Bauru)

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Abstract:The goal of this paper is to discuss the acts of creative insubordination of four mathematics teachers revealed in their narratives. The four teachers shared a common experience; they participated in a course entitled Teaching Mathematics in the Early Grades, which contributed to their professional development. Through the narratives, we identify how the course provoked teachers' agency and their acts of creative insubordination. The collaborative nature of the course, along with the reflection on practice, the group deliberations about implementing alternative teaching strategies, and the documentation of student learning, provided teachers with the confidence and self-efficacy necessary to defend the multiple dimensions of their practice and their acts of creative insubordination.Keywords: Teacher education. Mathematics education. Creativity. Autobiographical narratives.Resumo: Este artigo objetiva discutir os atos de insubordinação criativa revelados em narrativas de quatro professoras de matemática participantes de um curso de especialização intitulado Teaching Mathematics in the Early Grades, que contribuiu para o seu desenvolvimento profissional. O curso provocou agência e atos de insubordinação criativa por parte das professoras. A natureza colaborativa do curso, as reflexões e as deliberações sobre estratégias de ensino alternativas e registros de processos da aprendizagem proporcionaram confiança e autoeficácia necessárias para suas práticas e seus atos de insubordinação criativa.Palavras-chave: Formação de professores. Educação matemática. Criatividade. Narrativas autobiográficas.

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“…The cognitive and social dimensions of identity are also seen in the framework for mathematics teacher identity developed by Van Zoest and Bohl (2005). In this framework, the cognitive dimension was separated into a knowledge domain and an affective domain that included beliefs, intentions and commitments, while the social domain was constituted by the teacher's participation in a number of communities of practice (Wenger 1998).…”

Section: Teacher Identitymentioning

confidence: 99%

“…Therefore, one of the challenges facing educational researchers is to capture the complexity of teacher identity while defining it in a way that makes it amenable to investigation through empirical studies (Enyedy et al 2005). This dilemma can be seen in the framework for mathematics teacher identity developed by Van Zoest and Bohl (2005). This framework encompasses a large number of cognitive and social characteristics and is, therefore, quite complex.…”

mentioning

confidence: 99%

Developing an analytic lens for investigating identity as an embedder-of-numeracy

Bennison

2014

Math Ed Res J

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One of the capabilities needed for effective participation in modern society is numeracy, which is the ability to cope effectively with the mathematical demands of life. While the development of numeracy continues beyond the school years, schools nevertheless have a responsibility to provide opportunities for students to expand their numeracy expertise. In Australian schools, there is a renewed emphasis on numeracy brought about by the introduction of a new curriculum, teacher professional standards and measures of accountability. The first two of these developments provide an opportunity for teachers of all disciplines to increase their capacity to promote growth in the numeracy capabilities of their students. However, they will be unable to do this unless they see themselves as teachers of numeracy and have the capacity to embed numeracy into the subjects they teach. This theoretical paper extends existing knowledge on teacher identity by developing a conceptual framework for identity as an embedder-of-numeracy that recognises the complexity of teacher identity while at the same time is amenable to empirical studies. The framework is organised around five domains of influence (knowledge, affective, social, life history and context) and includes characteristics that evidence from the literature suggests greatly impact on this particular situated identity. Studies using this framework could inform the design of professional development to support teachers to develop an identity as an embedder-ofnumeracy. The mechanism for developing the framework described in this paper could also be used to create frameworks to investigate teachers' other situated identities.

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Mathematics Teacher Identity: a framework for understanding secondary school mathematics teachers’ learning through practice

Cited by 31 publications

References 49 publications

Zimbabwean female participation in physics: The use of drawings in documenting students' images of scientists

Zimbabwean female participation in physics: The use of drawings in documenting students' images of scientists

Professional development shaping teacher agency and creative insubordination

Developing an analytic lens for investigating identity as an embedder-of-numeracy

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