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dc.contributor.authorGrootenboer, Peter
dc.contributor.authorBallantyne, Julie
dc.contributor.editorL. Sparrow, B. Kissane & C. Hurst
dc.date.accessioned2017-05-03T15:28:11Z
dc.date.available2017-05-03T15:28:11Z
dc.date.issued2010
dc.date.modified2011-02-28T10:02:25Z
dc.identifier.refurihttp://www.merga.net.au/node/38?year=2010
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent214977 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherMERGA
dc.publisher.placeFremantle, WA, Australia
dc.publisher.urihttps://www.merga.net.au/Public/Publications/Annual_Conference_Proceedings/2010_MERGA_CP.aspx
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameShaping the future of mathematics education (MERGA 33)
dc.relation.ispartofconferencetitleShaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia
dc.relation.ispartofdatefrom2010-07-03
dc.relation.ispartofdateto2010-07-07
dc.relation.ispartoflocationFremantle, WA, Australia
dc.rights.retentionY
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.titleMathematics teachers: Negotiating professional and discipline identities
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorGrootenboer, Peter J.


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

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