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Future Directions in Research on Mathematics-Related Teacher Identity

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Abstract

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on teacher identity in mathematics education. Among other issues, we highlight that general education research on identity has infrequently informed research on mathematics-related teacher identity. This not only limits the transfer of knowledge but also isolates mathematics education from general education research. We suggest that connecting these lines of research and their findings may not only strengthen mathematics education research and mathematics teaching and learning but also contribute to less isolation within the discipline as a whole.

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Authors and Affiliations

  1. Faculty of Education, University of Oulu, P.O. Box 2000, FI-90014, Oulu, Finland

    Sonja Lutovac & Raimo Kaasila

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  1. Sonja Lutovac
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  2. Raimo Kaasila
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Correspondence to Sonja Lutovac.

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Table 1 Selected studies included in the analysis
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Lutovac, S., Kaasila, R. Future Directions in Research on Mathematics-Related Teacher Identity. Int J of Sci and Math Educ 16, 759–776 (2018). https://doi.org/10.1007/s10763-017-9796-4

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