Identity as a Mathematical Thinker

Kay Owens

Abstract


I argue in this article that identity as a mathematical thinker develops through selfdirected
learning within a supportive community of practice. The dynamic nature of
identity as a mathematical thinker is illustrated by considering the experiences of
primary pre-service teachers who undertook a mathematics and technology subject
in their undergraduate education degree. The pre-service teachers developed their
identity as self-regulating learners through setting goals, planning, organising,
recording, self-evaluating, and structuring their learning environment. Affective
issues, such as resilience, confidence, and ownership, were also significant in identity
formation. The mathematical social context provided by the tutorial group and use
of technology impacted on self-regulation and social identity and hence on preservice
teachers’ identity as mathematical thinkers.

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