How to Understand Changes in Novice Mathematics Teachers’ Talk About Good Mathematics Teaching?
This paper focuses on how novice primary-school mathematics teachers talk about (good) mathematics teaching in general and mathematics textbooks in particular at the time of their graduation from university and a year later. The changes in their talk are discussed first in terms of beliefs research and second from a participatory perspective on identity formation. A comparison of findings with the two approaches shows that what beliefs research often explains as changes in belief, inconsistency, or hidden beliefs can be understood as identity formation in communities of practice from a participatory perspective.
KeywordsNovice mathematics teachers Primary school Mathematics textbooks Identity Communities of practice
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