“Sage on the stage” or “meddler in the middle” : Shifting mathematics teachers’ identities to support student engagement

Journal article


Bobis, Janette, Khosronejadtoroghi, Maryam, Way, Jennifer and Anderson, Judy. (2020). “Sage on the stage” or “meddler in the middle” : Shifting mathematics teachers’ identities to support student engagement. Journal of Mathematics Teacher Education. 23(6), pp. 615-632. https://doi.org/10.1007/s10857-019-09444-1
AuthorsBobis, Janette, Khosronejadtoroghi, Maryam, Way, Jennifer and Anderson, Judy
Abstract

Mathematics teachers’ identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers’ mathematics-related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5–7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as “facilitators,” “learners” and “co-creators” of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students’ engagement, and in particular, their autonomy for learning mathematics.

Keywordsstudent engagement; implied identity; mathematics-related teacher identity; professional learning
Year2020
JournalJournal of Mathematics Teacher Education
Journal citation23 (6), pp. 615-632
PublisherSpringer
ISSN1386-4416
Digital Object Identifier (DOI)https://doi.org/10.1007/s10857-019-09444-1
Scopus EID2-s2.0-85071470867
Research or scholarlyResearch
Page range615-632
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online24 Aug 2019
Publication process dates
Deposited24 May 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP110200596
Permalink -

https://acuresearchbank.acu.edu.au/item/8xx24/-sage-on-the-stage-or-meddler-in-the-middle-shifting-mathematics-teachers-identities-to-support-student-engagement

Restricted files

Publisher's version

  • 436
    total views
  • 0
    total downloads
  • 32
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Investigating university students’ conceptions of engineering : An implied identity perspective
Khosronejadtoroghi, M., Markauskaite, L and Reimann, P. (2022). Investigating university students’ conceptions of engineering : An implied identity perspective. Higher Education Research and Development. 41(5), pp. 1586-1602. https://doi.org/10.1080/07294360.2021.1928001
Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences
Ryan, M., Khosronejadtoroghi, M., Barton, G., Myhill, D. and Kervin, L.. (2022). Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences. Assessing Writing. 51, p. Article 100592. https://doi.org/10.1016/j.asw.2021.100592
‘We are not going to educate people’ : How students negotiate engineering identities during collaborative problem solving
Khosronejadtoroghi, Maryam, Reimann, Peter and Markauskaite, Lina. (2021). ‘We are not going to educate people’ : How students negotiate engineering identities during collaborative problem solving. European Journal of Engineering Education. 46(4), pp. 557-574. https://doi.org/10.1080/03043797.2020.1821174
Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering
Howard, Sarah K., Khosronejadtoroghi, Maryam and Calvo, Rafael A.. (2017). Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering. European Journal of Engineering Education. 42(6), pp. 875-889. https://doi.org/10.1080/03043797.2016.1228612
Designing authentic assessments in higher education
Reimann, Peter and Khosronejadtoroghi, Maryam. (2016). Designing authentic assessments in higher education. In Measuring and Visualizing Learning in the Information-Rich Classroom pp. 92-106 Taylor and Francis. https://doi.org/10.4324/9781315777979
The synthesis approach to analysing educational design dataset : Application of three scaffolds to a learning by design task for postgraduate education students
Thompson, Kate, Carvalho, Lucila, Aditomo, Anindito, Dimitriadis, Yannis, Dyke, Gregory, Evans, Michael A., Khosronejadtoroghi, Maryam, Martinez-Maldonado, Roberto, Reimann, Peter and Wardak, Dewa. (2015). The synthesis approach to analysing educational design dataset : Application of three scaffolds to a learning by design task for postgraduate education students. British Journal of Educational Technology. 46(5), pp. 1020-1027. https://doi.org/10.1111/bjet.12335