University of Oulu

Lutovac, S. & Kaasila, R. ZDM Mathematics Education (2018).

Methodological landscape in research on teacher identity in mathematics education : a review

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Author: Lutovac, Sonja1; Kaasila, Raimo1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.9 MB)
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Language: English
Published: Springer Nature, 2019
Publish Date: 2019-03-12


A vast body of research has shown that teacher identity matters, be it in mathematics or in any other subject. The means of investigating teacher identity greatly determine the knowledge we have; however, no review of the methodological approaches into this topic has yet been conducted. This paper provides an overview of the methodological approaches in the research on teacher identity in mathematics education, in order to initiate a discussion on developmental possibilities in terms of how future research on this topic could be carried out. We examine 52 studies, published between 2000 and 2017 in peer-reviewed scholarly journals, investigating the identities of student teachers and/or practitioners who were generalists and/or specialised mathematics teachers. We identified the following to be prevalent data sources in qualitative approaches: interviews, written reflections or narratives, and classroom observations. In terms of analytical approaches, the scene is rather monotonous. Finally, we provide suggestions for future methodological considerations, highlighting the need for researchers to label their methodological decisions in order to better situate and connect their work to other research on mathematics-related teacher identity.

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Series: ZDM. Mathematics Education
ISSN: 1863-9690
ISSN-E: 1863-9704
ISSN-L: 1863-9690
Volume: 51
Issue: 3
Pages: 505 - 515
DOI: 10.1007/s11858-018-1009-2
Type of Publication: A2 Review article in a scientific journal
Field of Science: 516 Educational sciences
Copyright information: © The Author(s) 2018. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.