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...

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Bibliographic Details
Published in:International journal of science and mathematics education 2018-04, Vol.16 (4), p.759-776
Main Authors: Lutovac, Sonja, Kaasila, Raimo
Format: Article
Language:English
Subjects:
Education
Educational Research
Elementary School Mathematics
Elementary School Teachers
General Education
Inservice Teacher Education
Knowledge management
Mathematical analysis
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Mentoring programs
Preservice Teachers
Professional Identity
Science Education
Teachers
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Summary: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.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-017-9796-4