NOMAD 17(3-4), 2012.

Skapad: 2013-08-20. Ändrad: 2013-08-20  

NOMAD 17(3-4), 2012.

Dialogue between past and future mathematical identities

Sonja Lutovac and Raimo Kaasila

Abstract

Pre-service teachers’ school-time experiences have been addressed much in mathematics
education research. These experiences have been shown to have a central meaning for pre-service teachers’ views of mathematics and their present mathematical identities. However, the identity is not only bound to the past and present, but it also extends to the future. Further, pre-service teachers’ anticipations of the future have been overlooked in the research on identity in a mathematics education context. We focus here on the mathematical identity work of two pre-service teachers and its dialogue between the past and the future. We compare the cases of one Finnish and one Slovenian pre-service teacher, who reported having had negative experiences with mathematics during their school years. Based on the results, two different types of mathematical identity work were identified; resulting from the different facilitators used in mathematics education courses.

Sonja Lutovac

Sonja Lutovac is a doctoral candidate in Education at the University of Maribor (Slovenia) and University of Lapland (Finland). Her research interests are in the field of elementary teacher education, especially in mathematics education and in the use of qualitative research methods, such as narrative and rhetorical approaches. She is mostly interested in pre-service teachers’ identity and identity work in mathematics education context.

Raimo Kaasila

Ph.D. Raimo Kaasila is a Professor of Education, especially studying and developing teacher education at the University of Oulu (Finland). His main research areas are pre-service teachers’ identity formation and reflective processes during teacher education, especially in the mathematics education context. He has also studied affective domain in teacher education and mathematics education, and the use of narrative, rhetorical and discursive approaches in teacher education.