In this symposium, we argue that a deeper understanding of what impacts on teaching and learning in mathematics education can be gained by foregrounding the concept of identity and exploring its explanatory potential. In this paper we provide on overview of identity and introduce a scenario from mathematics preservice teacher education that is then interpreted from three theoretical perspectives in the papers that follow.
|Title of host publication||MERGA 29|
|Subtitle of host publication||Identities, cultures and learning spaces|
|Editors||Peter Grootenboer, Robyn Zevenbergen, Mohan Chinnappan|
|Place of Publication||Adelaide, Australia|
|Number of pages||4|
|Publication status||Published - 2006|
|Event||Mathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia|
Duration: 01 Jul 2006 → 05 Jul 2006
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings)
|Conference||Mathematics Education Research Group of Australasia (MERGA) Conference 2006|
|Abbreviated title||Identities, Cultures and Learning Spaces|
|Period||01/07/06 → 05/07/06|
Grootenboer, P., Smith, T., & Lowrie, T. (2006). Researching identity in mathematics education: The lay of the land. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), MERGA 29: Identities, cultures and learning spaces (pp. 612-615). MERGA Inc.