A Mathematics Teacher's Journey of Identity Construction and Change
| dc.contributor.author | Anthony Stinson | |
| dc.date.accessioned | 2024-05-21T13:44:43Z | |
| dc.date.available | 2024-05-21T13:44:43Z | |
| dc.description.abstract | Despite some gains, improving mathematics instruction remains an area of concern for the National Council of Teachers of Mathematics. The implementation of the Common Core Standards and teaching the 21st Century student will require mathematics teachers to examine their pedagogy to determine if they need to change or improve their practices when facilitating learning in the mathematics classroom. This paper provides a personalized account of my journey when determining my identity as a mathematics teacher and how constructing my identity helped in changing and improving my practices as a mathematics teacher. The study was done using autoethnography, a burgeoning form of research, and identity theory. This study gives “voice” to the classroom teacher and provides a practical method for improving instruction. The findings indicate that my identity can be interwoven by many characteristics that at times work simultaneously, and that my identity should consistently exist when I facilitate the learning of mathematics. The findings also resulted in the development of the Math Madness Model (M3) Instrument, which can be used by mathematics classroom teachers and educators when conducting self-studies for improving their practices. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12951/1611 | |
| dc.title | A Mathematics Teacher's Journey of Identity Construction and Change | |
| dc.type | Journal Article, Professional Journal | |
| dcterms.bibliographicCitation | GAMTE, 7, (May 2015) |