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.
|Number of pages||15|
|Journal||Mathematics Teacher Education and Development|
|Publication status||Published - 2008|