Conference paper
Re-Examining a Framework for Teacher Identity as an Embedder-of-Numeracy
Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia, pp.101-108
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 40th (Melbourne, Australia, 02-Jul-2017–06-Jul-2017)
Mathematics Education Research Group of Australasia (MERGA)
2017
Abstract
Research interest in numeracy is growing as a result of increased understanding of the impact of low levels of numeracy. However, there has been little research on factors that influence how teachers implement learning from professional development interventions to support teachers to promote numeracy learning. This paper reports on how a theoretically developed framework for identity as an embedder-of-numeracy was reexamined through empirical research. Additional factors were added to the framework and each factor included in the framework was explicitly defined. The framework seems to capture the complexity of a teacher's identity in this context and is amenable to empirical research.
Details
- Title
- Re-Examining a Framework for Teacher Identity as an Embedder-of-Numeracy
- Authors
- Anne Bennison (Author) - The University of Queensland
- Publication details
- Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia, pp.101-108
- Conference details
- Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 40th (Melbourne, Australia, 02-Jul-2017–06-Jul-2017)
- Publisher
- Mathematics Education Research Group of Australasia (MERGA)
- Date published
- 2017
- Copyright note
- 2017 The Author. Reproduced with permission.
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99611907502621
- Output Type
- Conference paper
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