Future Directions in Research on Mathematics-Related Teacher Identity

Future Directions in Research on Mathematics-Related Teacher Identity Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on teacher identity in mathematics education. Among other issues, we highlight that general education research on identity has infrequently informed research on mathematics-related teacher identity. This not only limits the transfer of knowledge but also isolates mathematics education from general education research. We suggest that connecting these lines of research and their findings may not only strengthen mathematics education research and mathematics teaching and learning but also contribute to less isolation within the discipline as a whole. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Science and Mathematics Education Springer Journals

Future Directions in Research on Mathematics-Related Teacher Identity

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Publisher
Springer Journals
Copyright
Copyright © 2017 by Ministry of Science and Technology, Taiwan
Subject
Education; Mathematics Education; Science Education
ISSN
1571-0068
eISSN
1573-1774
D.O.I.
10.1007/s10763-017-9796-4
Publisher site
See Article on Publisher Site

Abstract

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on teacher identity in mathematics education. Among other issues, we highlight that general education research on identity has infrequently informed research on mathematics-related teacher identity. This not only limits the transfer of knowledge but also isolates mathematics education from general education research. We suggest that connecting these lines of research and their findings may not only strengthen mathematics education research and mathematics teaching and learning but also contribute to less isolation within the discipline as a whole.

Journal

International Journal of Science and Mathematics EducationSpringer Journals

Published: Feb 3, 2017

References

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