TY - JOUR
T1 - Identity as a mathematical thinker
AU - Owens, Kay
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Mathematics Teacher Education and Development. ISSNs: 1442-3901;
PY - 2008
Y1 - 2008
N2 - I argue in this article that identity as a mathematical thinker develops through self-directed learning within a supportive community of practice. Identity as a mathematical thinker / problem solver develops through self-regulation and a social identity in a mathematical social context. The dynamic identity as a mathematical thinker is illustrated by considering students who undertook a mathematics and technology subject in a primary teacher education degree. Students had set goals, planned, organised, recorded, self-evaluated, and structured their learning environment and achieved self-regulation. The tutorial group and technology impacted on self-regulation and social identity and hence on their identity as mathematical thinkers.
AB - I argue in this article that identity as a mathematical thinker develops through self-directed learning within a supportive community of practice. Identity as a mathematical thinker / problem solver develops through self-regulation and a social identity in a mathematical social context. The dynamic identity as a mathematical thinker is illustrated by considering students who undertook a mathematics and technology subject in a primary teacher education degree. Students had set goals, planned, organised, recorded, self-evaluated, and structured their learning environment and achieved self-regulation. The tutorial group and technology impacted on self-regulation and social identity and hence on their identity as mathematical thinkers.
KW - Open access version available
KW - Mathematical identity
KW - Problem solving
KW - Responsiveness
KW - Self-regulation
KW - Teacher education
M3 - Article
VL - 9
SP - 36
EP - 50
JO - Mathematics Teacher Education and Development
JF - Mathematics Teacher Education and Development
SN - 1442-3901
IS - 2007
ER -