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Please use this identifier to cite or link to this item: http://hdl.handle.net/1903/12410

Title: Conceptualizing Teachers' Knowledge of Students' Mathematics Identity Formation and Development
Authors: Clark, Lawrence
Type: Article
Keywords: mathematics teaching
teacher knowledge
student identity
Issue Date: 2012
Abstract: In recent years, two research foci have garnered considerable interest in the mathematics education research community: 1) conceptualizing and measuring the unique and distinct knowledge mathematics teachers use in their practice, and 2) conceptualizing and exploring students’ mathematics identity formation and development. I seek to synthesize claims made across these two bodies of literature for the purpose of exploring the following question: In what ways is teachers’ knowledge of students’ mathematics identity formation and development a viable dimension of the knowledge mathematics teachers use in their practice? The exploration culminates in a working framework for teachers’ knowledge of students’ mathematics identity development and formation, and concludes with implications for mathematics teacher education.
URI: http://hdl.handle.net/1903/12410
Appears in Collections:Teaching, Learning, Policy & Leadership Research Works

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