Identity as a mathematical thinker

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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 languageEnglish
Pages (from-to)36-50
Number of pages15
JournalMathematics Teacher Education and Development
Volume9
Issue number2007
Publication statusPublished - 2008

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