This study explored the mathematics teacher identity (MTI) of three purposefully selected grade 6 non-specialist primary school mathematics teachers. The participants' subject matter knowledge and didactical skills were explored by means of semi-structured interviews, lesson observations, and document analysis of lesson plans. The data were…

The article explores how space for professional agency is structured and used by teachers in collaborative professional development. Taking an ecological perspective on teacher agency and using a case study of with multiple data sets, the analysis identifies two patterns of agentic orientations. The conclusions discuss limitations associated with…

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…

Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers & Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a…

The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's…

This article focuses on the methodological use of reflective narratives from discourses and activities of an experienced primary teacher as evidence of her professional identity. The teacher's reflective narratives emerge from her participation in a 3-year developmental and research project, Learning Communities in Mathematics, conducted at the…

This paper presents a study of teachers' professional judgement in the area of summative assessment. It adopts a situated perspective on assessment practices in classroom and school settings. The study is based on interviews with 10 sixth-grade teachers and on the assessment documents they used when determining end-of-term grades in students'…