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首页> 外文期刊>Journal of mathematics teacher education >'Sage on the stage' or 'meddler in the middle': shifting mathematics teachers' identities to support student engagement
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'Sage on the stage' or 'meddler in the middle': shifting mathematics teachers' identities to support student engagement

机译：“舞台上的圣人”或“中间的中间人”：转移数学教师的身份，以支持学生参与

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摘要

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.
机译：数学教师的身份深刻影响他们如何与学生学习数学的互动和定位。 在本文中，我们研究了一年长期的教师学习干预如何支持学生在数学中的参与帮助转移教师的数学相关的身份。 我们使用隐含的身份视角作为理论镜头，以探讨教师认为是由于参与干预而认为的教师的变化。 介入和后期干预后的数据概念地图和焦点小组，为此目的而综合了15年级的数学教师。 教师报告了他们的身份转变，将自己描述为“促进者”，“学习者”和“共同创造者”的知识。 我们认为，在改善学生的参与的方面，大学相关身份的这种转变可以具有实际后果，特别是他们为学习数学的自主权而产生的实际后果。

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