(In)consistent? The mathematics teaching of a novice primary school teacher
This article focuses on the mathematics teaching of Helena, a Swedish novice teacher. Helena is one of seven teachers in a case study of primary school mathematics teachers’ professional identity development. She is also an example of a teacher whose mathematics teaching, from an observer’s perspective, may appear inconsistent with her talk about mathematics teaching. However, in this article a conceptual framework aimed at analysing professional identity development will be used making the process of her mathematics teaching visible and then her mathematics teaching appear as consistent.
Hanna Palmér is a postgraduate student in mathematics education at Linnaeus University, Sweden. Her main research interest is the professional identity development of mathematics teachers and the work with and learning of mathematics of children in pre-school, pre-school class and lower primary school.