Previous studies have reported the influence of professional development (PD) on participating teachers’ identities. However, what goes on in PDs, how and why they shape particular identities require further investigation. This study contributes in this direction by drawing on the notions of practice-linked identities and identity resources to examine how two teachers’ mathematics teaching identities developed following their interactions with the resources offered in a particular PD. We argue that their developing mathematics teaching identities appeared to be linked to their backgrounds and initial motivations for joining the PD, which in turn influenced their selective interaction with resources. Implications for research and PD are discussed.
This is a preview of subscription content, log in to check access.
Buy single article
Instant access to the full article PDF.
Price includes VAT for USA
Subscribe to journal
Immediate online access to all issues from 2019. Subscription will auto renew annually.
This is the net price. Taxes to be calculated in checkout.
In urban areas, mathematics classes are multilingual – learners come with varied main languages. The language of learning and teaching in all secondary schools is English, unlike Thulelah, not all teachers will be multilingual themselves.
Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of Mathematics Teacher Education, 3(1996), 205–224.
Adler, J. (2017). Mathematics discourse in instruction (MDI): A discursive resource as boundary object across practices. In G. Kaiser (Ed.), 13th International Congress on Mathematical Education, ICME-13 (Proceedings of the Monographs, pp. 125–143). Hamburg: Springer.
Adler, J., & Ronda, E. (2015). A framework for describing mathematics discourse in instruction and interpreting differences in teaching. African Journal of Research in Mathematics, Science and Technology Education, 19(3), 237–254.
Alexander, R. (2000). Culture and Pedagogy: International Comparisons in Primary Education. Oxford: Blackwell.
Battey, D., & Franke, M. L. (2008). Transforming identities: Understanding teachers across professional development and classroom practice. Teacher Education Quarterly, 106, 127–149.
Bohning, G., & Hale, L. (1998). Images of self-confidence and the change-of-career prospective elementary science teacher. Journal of Elementary Science Education, 10(1), 39–59.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researchers, 33, 3–15.
Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 1–15.
development. In J. Cai (Ed.). First Compendium for Research in Mathematics Education. Reston: National Council of Teachers of Mathematics.
Goldsmith, L. T., Doerr, H. M., & Lewis, C. C. (2014). Mathematics teachers’ learning: A conceptual framework and synthesis of research. Journal of Mathematics Teacher Education, 17, 5–36.
Graven, M. H., & Lerman, S. (2014). Mathematics teacher identity. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 434–437). Dordrecht:Springer.
Gresalfi, M. S., & Cobb, P. (2011). Negotiating identities for mathematics teaching in the context of professional development. Journal for Research in Mathematics Education, 42(3), 270–304.
Hodges, T. E., & Hodge, L. L. (2017). Unpacking personal identities for teaching mathematics within the context of prospective teacher education. Journal of Mathematics Teacher Education, 20(2), 101–118.
Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lerman, S. (2001). Cultural, discursive psychology: a sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87–113.
Lutovac, S., & Kaasila, R. (2017). Future directions in research on mathematics-related reacher tdentity. International Journal of Science and Mathematics Education, 16(4), 759–776.
Nasir, N. S., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40(1), 41–61.
Radovic, D., Black, L., Williams, J., & Salas, C. E. (2018). Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature. Educational Studies in Mathematics, 99, 21–42.
Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.
Shalem, Y., & Hoadley, U. (2009). The dual economy of schooling and teacher morale in South Africa. International Studies in Sociology of Education, 19(2), 119–134.
Sztajn, P., Borko, H., & Smith, T. (2017). Research on mathematics professional development. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 793–823). Reston, VA: National Council of Teachers of Mathematics.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Watson, A., & Mason, J. (2006). Seeing an exercise as a single mathematical object: Using variation to structure sense-making. Mathematical Thinking and Learning, 8(2), 113–147.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press.
This work is based on the research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation (Grant No. 71218). Any opinion, finding and conclusion or recommendation expressed in this material is that of the author(s) and the NRF does not accept any liability in this regard. The authors thank reviewers for critical feedback, and extend gratitude to the teachers who generously opened themselves and their classrooms and so contribute to this research.
About this article
Cite this article
Ntow, F.D., Adler, J. Identity resources and mathematics teaching identity: an exploratory study. ZDM Mathematics Education 51, 419–432 (2019). https://doi.org/10.1007/s11858-019-01025-z
- Practice-linked identity resources
- Professional development
- Mathematics teachers identity