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Connecting Theories in a Case Study of Primary School Mathematics Teachers' Professional Identity Development
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.ORCID iD: 0000-0003-2217-6624
2013 (English)In: CERME8 (European Research in Mathematics Education), 6-10 Feb., 2013, Anatalya: WG Papers ; Different theoretical perspectives / approaches in research in mathematics education / [ed] Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti, European Society for Research in Mathematics Education, 2013, 2850-2859 p.Conference paper, Published paper (Refereed)
Abstract [en]

This paper focuses on a connection between two theories used in a case study of the professional identity development of primary school mathematics teachers. The two theories connected are communities of practice and patterns of participation. The reason for the connection was the need for a framework that would make it possible to analyse both the individual and the social parts of professional identity development. In this paper, the connection is presented, illustrated briefly using empirical examples and evaluated.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2013. 2850-2859 p.
Keyword [en]
theories, mathematics education, communities of practice
National Category
Educational Sciences
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-33513ISBN: 978-975-429-315-9 (print)OAI: oai:DiVA.org:lnu-33513DiVA: diva2:709264
Conference
CERME8 (European Research in Mathematics Education), 6-10 Feb., 2013, Anatalya
Available from: 2014-04-01 Created: 2014-04-01 Last updated: 2017-05-02Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • de-DE
  • en-GB
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Output format
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