### Abstract

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.

Original language | English |
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Pages (from-to) | 36-50 |

Number of pages | 15 |

Journal | Mathematics Teacher Education and Development |

Volume | 9 |

Issue number | 2007 |

Publication status | Published - 2008 |

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## Cite this

Owens, K. (2008). Identity as a mathematical thinker.

*Mathematics Teacher Education and Development*,*9*(2007), 36-50.