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ERIC Number: EJ972786
Record Type: Journal
Publication Date: 2012-Aug
Pages: 21
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1571-0068
"My Personal Relationship towards Mathematics Has Necessarily Not Changed but..." Analyzing Preservice Teachers' Mathematical Identity Talk
Kaasila, Raimo; Hannula, Markku S.; Laine, Anu
International Journal of Science and Mathematics Education, v10 n4 p975-995 Aug 2012
In this study, we consider 5 preservice teachers who had negative views of mathematics at the beginning of elementary teacher education. We focus on methodological challenges: how to analyze their mathematical identity talk which to some readers can sound incoherent. Teacher change studies have often ignored the methodological challenges on which we focus on in this article. We compare preservice teachers' talk at the beginning and at the end of a mathematics education course. When analyzing the data, we combined discursive, rhetorical, and narrative approaches. We identified 6 central interpretative repertoires that were manifested in preservice teachers' identity talk: Victim, Ego-defensive, Fatalist, Gaining an Insight, Self-development, and Responding to the Expectations of the Change. The Ego-defensive and Fatalist repertoires were activated especially when students talked about mathematical tests. The most central rhetorical devices were category entitlement, categorization, active voicing, use of disclaimer, and use of metaphors or extreme utterances. At the end of the course, the talk of the more confident preservice teachers was more coherent than the others' talk. Our study shows that combining different approaches can bring useful views for understanding preservice teachers' multiple identities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A