Conference paper
Teacher Identity and Numeracy: Evaluating a Conceptual Framework for Identity as a Teacher of Numeracy
Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia, pp.95-102
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 37th (Sydney, Australia, 29-Jun-2014–03-Jul-2014)
Mathematics Education Research Group of Australasia (MERGA)
2014
Abstract
If teachers are to adequately support development of their students’ numeracy capabilities then they need to have an identity as a teacher of numeracy. A preliminary evaluation of a conceptual framework (Bennison & Goos, 2013) developed for use in a two-year study that seeks to understand this construct is presented. Initial findings about an early career secondary science teacher are utilised to describe this teacher’s identity as a teacher of numeracy, enabling the conceptual framework to be illustrated and critiqued.
Details
- Title
- Teacher Identity and Numeracy: Evaluating a Conceptual Framework for Identity as a Teacher of Numeracy
- Authors
- Anne Bennison (Author) - The University of Queensland
- Publication details
- Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia, pp.95-102
- Conference details
- Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 37th (Sydney, Australia, 29-Jun-2014–03-Jul-2014)
- Publisher
- Mathematics Education Research Group of Australasia (MERGA)
- Date published
- 2014
- Copyright note
- 2014 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy.
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99657597302621
- Output Type
- Conference paper
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