Troubling "understanding mathematics in-depth": Its role in the identity work of student-teachers in England

Educational Studies in Mathematics

Volumn 84, Issue 1, 2013, Pages 35-48

  Hossain, Sarmin ^a   Mendick, Heather ^a   Adler, Jill ^b  

^a BRUNEL UNIVERSITY   (United Kingdom)

^b KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

Colonialism; Equity; Identity work; Mathematics Enhancement Course; Poststructuralism; Teacher education; Understanding

Indexed keywords

EID: 84880806157     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-013-9474-6     Document Type: Article

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