Pre-service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity

Walshaw, Margaret

doi:10.1023/b:jmte.0000009972.30248.9c

Cited by 50 publications

(29 citation statements)

References 22 publications

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“…Some of these studies have tended to teachers' beliefs and identity (Brown and McNamara 2011;Brownlee, Purdie, and Boulton-Lewis 2001;Walshaw 2004), while others focused on prospective teachers mathematical knowledge (Ball 1990;Fig. 4 The ''tug of war'' between ritual and explorative mathematizing E. Heyd-Metzuyanim et al Frykholm 1999;Rowland et al 2014).…”

Section: Summary and Discussionmentioning

confidence: 99%

Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction

Heyd-Metzuyanim

Tabach

Nachlieli

2015

J Math Teacher Educ

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The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to examine how certain underlying assumptions about mathematical learning, as reflected in a skilled instructor's discourse, align with opportunities to learn. The data included a set of fully transcribed 11 lessons from an introductory algebra course. The method of analysis was built upon the communicational (commognitive) framework and included discerning between the instructor's mathematizing and identifying talk. This framework was extended to quantify the instructor's identifying talk over the whole set of lessons. Our findings showed that at the surface level, the instruction in the class seemed to align with ''explorative'' goals. On a deeper level, however, it was more aligned with ''ritual'' goals that are concerned with producing narratives about people, not about mathematics.

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Section: Summary and Discussionmentioning

confidence: 99%

Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction

Heyd-Metzuyanim

Tabach

Nachlieli

2015

J Math Teacher Educ

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“…One of the most widely used is sociocultural, building on Lave and Wenger's (1991) and Wenger's (1998) work, seeing identity as a way of belonging to different communities of practice and an activity of participating in them (e.g., Goos 2005). Other perspectives include post-structural (Brown and McNamara 2011;de Freitas 2008;Walshaw 2004) and psychoanalytic (e.g., Black et al 2009a), as well as perspectives deriving from multiple areas of research. This situation has resulted in a variety of definitions and often the absence of them altogether.…”

Section: Teacher Identitymentioning

confidence: 99%

“…These findings suggest that teachers' personal histories, such as those of being a learner, undoubtedly shape and become a part of their teacher identities. Many of the studies promoted an awareness of the need to implement teacher identity construction in teacher preparation programs, such as in mathematics education courses, via online communities of practice and ICT, and particularly in teaching practicums (da Ponte et al 2002;Goos and Bennison 2008;Walshaw 2004). In addition, emotions are highlighted in the process of learning to become a teacher of mathematics (e.g., Hodgen and Askew 2007).…”

Section: Teacher Identitymentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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“…For example, starting from the premise that teacher identities are profoundly shaped by the normalizing practices of schools as institutions, Walshaw (2004) examined the ways in which preservice teachers' identities were constituted and "consented to" (p. 65) in the context of primary schools during their field placements. She reports that for many preservice teachers "this new space [the field] was fraught with ambiguous and sometimes painful negotiations to produce individual subjectivity" (p. 78).…”

Section: Analytic Frameworkmentioning

confidence: 99%

Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity

Jasmine

Singer‐Gabella

2011

Journal of Teacher Education

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Starting from the assertion that traditional and reform mathematics pedagogy constitute two distinct figured worlds of teaching and learning, the authors explore the initiation of prospective teachers into the figured world of reform mathematics pedagogy. To become successful teachers in reform-oriented classrooms, prospective teachers must learn more than pedagogical tools and moves: They must understand what it is to participate in the figured world of reform pedagogy, develop models of identities for participants in this world, and negotiate new constructions of mathematics. In this article the authors present three episodes from an elementary mathematics teacher education class where positions of "teacher" and "child" were offered by instructors in activities designed to approximate practice in the reform figured world. Students negotiated new models of identity and conceptions of mathematics as they took up these positions in varying ways.

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Pre-service Mathematics Teaching in the Context of Schools: An Exploration into the Constitution of Identity

Cited by 50 publications

References 22 publications

Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction

Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Learning to Teach in the Figured World of Reform Mathematics: Negotiating New Models of Identity

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