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ERIC Number: EJ811921
Record Type: Journal
Publication Date: 2008-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1047-6210
Troubling Teacher Identity: Preparing Mathematics Teachers to Teach for Diversity
de Freitas, Elizabeth
Teaching Education, v19 n1 p43-55 Mar 2008
This paper reports on an action research project designed to explore the complexities of pre-service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre-service mathematics teachers participated in a course-based research project to explore this issue. Participants completed a classroom discourse analysis and a self-study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States