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(In)consistent? The mathematics teaching of a novice primary school teacher.
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.ORCID iD: 0000-0003-2217-6624
2012 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, no 3-4, 141-157 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Göteborg: Nordisk Matematikkdidaktikk & NCM , 2012. Vol. 17, no 3-4, 141-157 p.
Keyword [en]
professional identity, inconsitency, novice teacher, mathematics, primary school
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-25502OAI: oai:DiVA.org:lnu-25502DiVA: diva2:619324
Available from: 2013-05-03 Created: 2013-05-03 Last updated: 2017-12-06Bibliographically approved

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Palmér, Hanna

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