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* Corresponding author 1 University of Agder

Abstract : The paper discusses a theoretical framework for investigating the process of becoming a mathematics teacher, based on the need to better understand how mathematics and teaching combine in developing mathematics teacher identities. Identity is understood as a function of participation in and at the boundaries of various communities of practice, during university teacher education and at school. In order to reveal possible relationships between developing teacher identities and the discipline of mathematics, teachers- changing concept images of mathematics are embedded within the definition of identity.

Keywords : Identity identity development transition situated concept images





Autor: Kirsti Rø -

Fuente: https://hal.archives-ouvertes.fr/



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