'Sage on the Stage' or 'Meddler in the Middle': Shifting Mathematics Teachers' Identities to Support Student Engagement
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| Title: | 'Sage on the Stage' or 'Meddler in the Middle': Shifting Mathematics Teachers' Identities to Support Student Engagement |
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| Language: | English |
| Authors: | Bobis, Janette (ORCID |
| Source: | Journal of Mathematics Teacher Education. Dec 2020 23(6):615-632. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education |
| Descriptors: | Mathematics Teachers, Professional Identity, Learning Processes, Teacher Attitudes, Concept Mapping, Intervention, Personal Autonomy, Learner Engagement, Grade 5, Grade 6, Grade 7, Mathematical Concepts, Teacher Student Relationship |
| DOI: | 10.1007/s10857-019-09444-1 |
| ISSN: | 1386-4416 |
| Abstract: | Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5-7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as "facilitators," "learners" and "co-creators" of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students' engagement, and in particular, their autonomy for learning mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1273933 |
| Database: | ERIC |
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| Abstract: | Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5-7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as "facilitators," "learners" and "co-creators" of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students' engagement, and in particular, their autonomy for learning mathematics. |
|---|---|
| ISSN: | 1386-4416 |
| DOI: | 10.1007/s10857-019-09444-1 |
