Exploring positioning as an analytical tool for understanding becoming mathematics teachers’ identities

Mathematics Education Research Journal

Volumn 27, Issue 1, 2015, Pages 65-82

  Skog, Kicki ^a   Andersson, Annica ^a  

^a STOCKHOLM UNIVERSITY   (Sweden)

Author keywords

Becoming teachers; Discourse; Identity; Mathematics; Positioning; Power

Indexed keywords

EID: 84924371209     PISSN: 10332170     EISSN: 2211050X     Source Type: Journal    
DOI: 10.1007/s13394-014-0124-9     Document Type: Article

References (39)

1. Adler, J., & Davis, Z. (2006). Opening another black box: researching mathematics for teaching in mathematics teacher education. Journal for Research in Mathematics Education, 37(4), 270–296.
2. Andersson, A. (2011a). A “Curling teacher” in mathematics education: teacher identities and pedagogy development. Mathematics Education Research Journal, 23(4), 437–454.
3. Andersson, A. (2011b). Engagement in education: Identity narratives and agency in the contexts of mathematics education (Doctoral dissertation). Aalborg: Aalborg University
4. Atweh, B. (2009). What is this thing called social justice and what does it have to do with us in the context of globalisation? In P. Ernest, B. Greer, & B. Sriraman (Eds.), Critical issues in mathematics education (pp. 111–124). USA: Information Age Publishing Inc.
5. Bjerneby Häll, M. (2006). Allt har förändrats och allt är sig likt: En longitudinell studie av argument för grundskolans matematikundervisning [Everything has changed and all remains the same] (Doctoral dissertation). Linköping: Linköping University
6. Brown, T., & McNamara, O. (2011). Becoming a mathematics teacher: identity and identifications. Dordrecht: Springer.
7. Davies, B., & Harré, R. (1999). Positioning and personhood. In R. Harré & L. van Langenhove (Eds.), Positioning theory (pp. 32–52). Oxford: Blackwell.
8. de Freitas, E., & Zolkower, B. (2009). Using social semiotics to prepare mathematics teachers to teach for social justice. Journal of Mathematics Teacher Education., 12, 187–203.
9. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago: The University of Chicago Press.
10. Foucault, M. (1969/2002). The archaeology of knowledge. (A. M. Sheridan Smith, Trans.) London, New York: Routledge.
11. Foucault. (1971/1993). Diskursens ordning [The order of discourse] (M. Rosengren, Ed & Trans). Stockholm: Symposium.
12. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
13. Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68.
14. Hansson, Ö. (2006). Studying the views of preservice teachers on the concept of function (Doctoral dissertation). Luleå: Luleå University of Technology.
15. Herbel-Eisenmann, B., Wagner, D., & Cortes, V. (2010). Lexical bundle analysis in mathematics classroom discourse: the significance of stance. Educational Studies in Mathematics, 75(1), 23–42.
16. Holland, D., Lachiotte Jr, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. London: Harward University Press
17. Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Westport: Ablex.
18. Morgan, C., Holland, Lachiotte Jr, Skinner, & Cain (2012). Studying discourse implies studying equity. In B. Herbel-Eisenmann et al. (Eds.), Equity in discourse for mathematics education (pp. 181–192). Netherlands: Springer.
19. Nilsson, G. (2005). Att äga pi [To own pi]. (Doctoral dissertation). Göteborg: Göteborgs universitet.
20. Palmer, A. (2010). Att bli matematisk: Matematisk subjektivitet och genus i lärarutbildningen för de yngre åldrarna (Doctoral dissertation). Stockholm: Stockholm University.
21. Palmér, H. (2013). To become, or not to become, a primary school mathematics teacher: A study of novice teachers’ professional identity development. (Doctoral dissertation). Växjö: Linnaeus University Press.
22. Persson, E. (2009). Det kommer med tiden: från lärarstudent till matematiklärare. (Doctoral dissertation). Stockholm: Institutionen för didaktik och pedagogiskt arbete.
23. Popkewitz, T. (2002). Whose heaven and whose redemption? The alchemy of the mathematics curriculum to save (please check one or all of the following: (a) the economy, (b) democracy, (c) the nation, (d) human rights, (d) the welfare state, (e) the individual). In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference (2nd ed., pp. 35–56). Copenhagen: Centre for Research in Learning Mathematics.
24. Potter, J., & Wetherell, M. (1987). Discourse and social psychology. Beyond attitudes and behaviour. London: Sage.
25. Sánchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129–145.
26. Setati, M. (2008). Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms. South African Journal of Education, 28(1), 103–116.
27. Skog, K., & Andersson, A. (2013a). Exploring identity positioning as an analytical tool. In M. Berger, K. Brodie, V. Frith, & K. le Raux (Eds.), Proceedings of the seventh international mathematics education and society conference, Cape Town 2nd-7th April 2013 (pp. 441–451). Cape Town: Hansa Print Ltd.
28. Skog, K., & Andersson, A. (2013b). Immigrant mathematics teacher students’ subject positioning. Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (4th ed., pp. 233–240). Kiel: PME.
29. Sriraman, B., & English, L. (2010). Surveying theories and philosophies of mathematics education. In B. Sriraman & L. English (Eds.), Theories of mathematics education. Berlin Heidelberg: Springer.
30. Stentoft, D., & Valero, P. (2010). Fragile learning in the mathematics classroom. In M. Walshaw (Ed.), Unpacking pedagogy—new perspectives for mathematics classrooms (pp. 87–107). Charlotte: Information Age Publishing Inc.
31. Tan, S. L., & Moghaddam, F. M. (1999). Positioning in intergroup relations. In R. Harré & L. van Langenhove (Eds.), Positioning theory (pp. 178–194). Oxford: Blackwell.
32. 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. 5–23). Boston: Kluwer Academic Publishers.
33. Valero, P. (2009). What has power got to do with mathematics education. In P. Ernest, B. Greer, & B. Sriraman (Eds.), Critical issues in mathematics education (pp. 237–254). USA: Information Age Publishing Inc.
34. van Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré & L. van Langenhove (Eds.), Positioning theory (pp. 14–31). Oxford: Blackwell.
35. Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention. Educational Studies in Mathematics, 72(1), 1–15.
36. Walls, F. (2005). Using rights-based frameworks for rethinking teacher-directed pedagogies of mathematics. Proceedings of the 4th International Mathematics Education and Society Conference 4th International Mathematics Education and Society Conference, 2–6 July 2005 (pp. 296–306.). Gold Coast: MES.
37. Walshaw, M. (2004). Preservice mathematics teaching in the context of schools: an exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7, 63–86.
38. Wenger, E. (1998). Communities of practice: learning, meaning and identity. Cambridge: Cambride University Press.
39. Wreder, M. (2007). Ovanliga analyser av vanliga material: Vad diskursteorin kan göra med enkäter. In M. Börjesson & E. Palmblad (Eds.), Diskursanalys i praktiken (pp. 29–51). Stockholm: Liber.