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dc.contributor.authorGrootenboer, Peteren_US
dc.contributor.authorBallantyne, Julieen_US
dc.contributor.editorL. Sparrow, B. Kissane & C. Hursten_US
dc.date.accessioned2017-04-24T13:01:57Z
dc.date.available2017-04-24T13:01:57Z
dc.date.issued2010en_US
dc.date.modified2011-02-28T10:02:25Z
dc.identifier.refurihttp://www.merga.net.au/node/38?year=2010en_AU
dc.identifier.urihttp://hdl.handle.net/10072/36563
dc.description.abstractCentral to all students' school education is the teacher (Boaler & Greeno, 2001; Hayes, Mills, Christie & Lingard, 2006; Zammit, et al., 2007). There are a multitude of research studies that document and support successful teaching practice, but rarely have these studies investigated teacher qualities that go beyond the question of technique (incorporating strategies and approaches used in the classroom). Yet, good teaching goes beyond 'good technique' (Palmer, 1993) - if it were mere technique then it should be well understood by now. Palmer argues that teachers teach from their sense of self - their identity. In the classroom, that identity primarily consists of the way they see themselves as a pedagogue and how they see themselves in relation to their discipline - in this case, as a mathematician. This study focused on the teacher themselves - their identity - and in particular how their teaching practice is conceptualised through their discipline-based, and professionally-based identities (Ballantyne, 2005). The findings here are somewhat preliminary and require further investigation and theorising. To this end we offer some of the initial findings and our early thoughts about the data, but these are tentatively held and hopefully they will promote discussion and debate.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent214977 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherMERGAen_US
dc.publisher.placeFremantle, WA, Australiaen_US
dc.publisher.urihttp://www.merga.net.au/node/38?year=2010en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameShaping the future of mathematics education (MERGA 33)en_US
dc.relation.ispartofconferencetitleShaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasiaen_US
dc.relation.ispartofdatefrom2010-07-03en_US
dc.relation.ispartofdateto2010-07-07en_US
dc.relation.ispartoflocationFremantle, WA, Australiaen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130208en_US
dc.titleMathematics teachers: Negotiating professional and discipline identitiesen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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