A "Curling teacher" in mathematics education: Teacher identities and pedagogy development

Mathematics Education Research Journal

Volumn 23, Issue 4, 2011, Pages 437-454

  Andersson, Annica ^a  

^a MALMÖ UNIVERSITY   (Sweden)

Author keywords

Agency; Identity; Pedagogical discourse; Professional development; Teacher change

Indexed keywords

EID: 84857552658     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/s13394-011-0025-0     Document Type: Article

References (33)

1. Andersson, A. (2011). Engagement in Education: Identity Narratives and Agency in the Contexts of Mathematics Education. PhD thesis. Aalborg: Aalborg University, Uniprint.
2. Andersson, A., & Valero, P. (2011). Negotiating critical pedagogical discourses. Stories of contexts, mathematics and agency. In P. Ernest & B. Sriraman (Eds.), Critical mathematics education: Theory and praxis. USA: Information Age Publishing.
3. Andersson, A., & Ravn, O. (2012). A critical perspective on contextualisations in mathematics education. In O. Skovsmose & B. Greer (Eds.), Opening the cage: Critique and politics of mathematics education. Rotterdam: Sense Publishers.
4. Atweh, B., & Brady, K. (2009). Socially response-able mathematics education: implications of an ethical approach. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 267-276.
5. Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5. Exeter: The Learning Lives project.
6. Black, L., Mendick, H., & Solomon, Y. (Eds.). (2009). Mathematical relationships in education. Identities and particiption. New York: Taylor and Francis.
7. Clarke, D. (2007). Ten key principles from research for the professional development of mathematics teachers. In G. C. Leder & H. J. Forgasz (Eds.), Stepping stones for the 21st century. Australasian mathematics education research (pp. 27-37). Rotterdam: Sense Publishers.
8. Clarkson, P. C., Bishop, A., & Seah, W. T. (2010). Mathematics education and student values: The cultivation of mathematical wellbeing. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 111-135). Dordrecht: Springer.
9. Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15(1), 1-16.
10. Franke, M. L., Kazemi, E., & Battey, D. (2007). Understanding teaching and classroom practice in mathematics. In F. K. J. Lester (Ed.), Second handbook of research on mathematics teaching and learning, vol. 1 (pp. 225-256). Charlotte: NCTM.
11. Frankenstein, M. (2008). Quantitative form in arguments. In J. F. Matos, P. Valero, & K. Yasukawa (Eds). Proceedings of the fifth international mathematics education and society conference. Lisbon: Universidad de Lisboa and Department of Education, Learning and Philosophy, Aalborg University.
12. Fullan, A. (1991). Leading in a culture of change. San Francisco: Jossey-Bass.
13. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and teaching: History and practice., 6(2), 151-182.
14. Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change. Teaching beyond subjects and standards. San Francisco: Jossey-Bass Inc.
15. Hougaard, B. (2004). Curlingföräldrar och servicebarn-en handbok i barnuppfostran. Stockholm: Bokförlaget Prisma.
16. Hunter, R. (2010). Changing roles and identities in the construction of a community of mathematical inquiry. Journal of Mathematics Teacher Education. doi: 10. 1007/s10857-010-9152-x.
17. Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 32(4), 505-519.
18. Kram, K. E., & Ragins, B. R. (2007). The landscape of mentoring in the 21st century. In K. E. Kram & B. R. Ragins (Eds.), The handbook of mentoring at work: theory, research, and practice (pp. 659-689). Thousand Oaks: Sage Publications Inc.
19. Lasky, S. (2005). A socio-cultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
20. Radford, L. (2008). The ethics of being and knowing: Towards a cultural theory of learning. In L. Radford, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education: epistemology, history, classroom, and culture (pp. 215-234). Rotterdam: Sense Publishers.
21. Robinson-Pant, A. (2005). Cross cultural perspectives in education research. Maidenhead: Open University Press.
22. Sfard, A. (2008). Thinking as communicating. New York: Cambridge University Press.
23. Sfard, A., & Prusak, A. (2005). Telling identities: in a search of an analytical tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 2-24.
24. Skovsmose, O. (2001). Landscapes of investigation. ZDM, 33(4), 123-132.
25. Skovsmose, O. (2005). Travelling through education: Uncertainty, mathematics, responsibility. Rotterdam: Sense Publishers.
26. Skovsmose, O., & Borba, M. (2004). Research methodology and critical mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education. Issues of power in theory and methodology (pp. 207-227). Dordrecht: Kluwer Academic Publishers Group.
27. Skovsmose, O., & Nielsen, L. (1996). Critical mathematics education. In A. J. Bishop, M. A. Clements, C. Keitel, & J. Kilpatrick (Eds.), International handbook of mathematics education (pp. 1257-1288). Dordrecht: Kluwer Academic Publishers.
28. Solomon, Y. (2009). Mathematical literacy. Developing identities of inclusion. New York: Routledge.
29. Swedish Ministry of Education. (2000). Goals to aim for in mathematics education in upper secondary school. Retrieved from www. skolverket. se.
30. Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education. Issues of power in theory and methodology (pp. 5-24). Dordrecht: Kluwer Academic Publishers.
31. Valero, P. (2007). In between the global and the local: The politics of mathematics education reform in a globalized society. In B. Atweh, A. Calabrese Barton, M. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internationalisation and globalisation in mathematics and science education (pp. 421-439). New York: Springer.
32. Valero, P., & Stentoft, D. (2010). The 'post' move of critical mathematics education. In H. Alrø, O. Ravn, & P. Valero (Eds.), Critical mathematics education: Past, present and future (pp. 183-195). Rotterdam: Sense Publishers.
33. Wedege, T. (1999). To know or not to know-Mathematics, that is a question of context. Educational Studies in Mathematics, 39(1-3), 229-249.