Future directions in research on mathematics-related teacher identity
|Author:||Lutovac, Sonja1; Kaasila, Raimo1|
1Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019052817563
|Publish Date:|| 2018-02-03
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.
International journal of science and mathematics education
|Pages:||759 - 776|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© Ministry of Science and Technology, Taiwan 2017. This is a post-peer-review, pre-copyedit version of an article published in International Journal of Science and Mathematics Education.
The final authenticated version is available online at:https://doi.org/10.1007/s10763-017-9796-4.