Matematikklæreridentitet – To kasus fra norsk lærerutdanning
Kirsti Rø
Source abstract
This chapter presents accounts from two prospective mathematics teachers in their final year of mathematics teacher education and their first year in school. The cases illustrate possible forms of identification with and negotiation of meaning in mathematics and teaching-related practices. They also provide insight into how identity is shaped by complex interactions between teachers’ experiences from their own schooling and their negotiated experiences of mathematics as a scientific discipline and subject taught in school. The combination of different theorisations also provides a theoretical contribution to research on mathematics teacher identity.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.