Becoming a Mathematics Teacher Identity and Identifications
This book is about people preparing to teach mathematics to children in the first half of their schooling. It is also about what mathematics becomes in a school context responding to insistent demands to raise standards. The book asks
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Mathematics Education Library VOLUME 53 Managing Editor A.J. Bishop, Monash University, Melbourne, Australia
Editorial Board M.G. Bartolini Bussi, Modena, Italy J.P. Becker, Illinois, U.S.A. M. Borba, Rio Claro, Brazil B. Kaur, Singapore C. Keitel, Berlin, Germany G. Leder, Melbourne, Australia F. Leung, Hong Kong, China D. Pimm, Edmonton, Canada K. Ruthven, Cambridge, United Kingdom A. Sfard, Haifa, Israel Y. Shimizu, Tennodai, Japan O. Skovsmose, Aalborg, Denmark
For further volumes: http://www.springer.com/series/6276
Tony Brown · Olwen McNamara
Becoming a Mathematics Teacher Identity and Identifications
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Prof. Tony Brown Manchester Metropolitan University Institute of Education 799 Wilmslow Road Didsbury Manchester M20 2RR United Kingdom [email protected]
Olwen McNamara University of Manchester School of Education Oxford Road M13 9PL Manchester United Kingdom [email protected]
Series Editor: Alan Bishop Monash University Melbourne 3800 Australia [email protected]
ISBN 978-94-007-0553-1 e-ISBN 978-94-007-0554-8 DOI 10.1007/978-94-007-0554-8 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011920958 © Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgments
This book reports on work taking place over some 15 years, during which time many people have been involved. The research derives from two United Kingdom Economic and Social Research Council studies (R000222409 and R000223073). Particular thanks go to Tehmina Basit, Una Hanley, Liz Jones and Lorna Roberts. We are especially appreciative of the many trainee teachers who offered their time in being interviewed. Finally heartfelt thanks from Tony to Alison, Elliot and Imogen for their love and help throughout. And from Olwen, thanks to John, James and Kate for their support, love and understanding.
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Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Mathematics Teaching and Identity . . . . . . . . . . . . . . 2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 Hermeneutics to Psychoanalysis . . . . . . . . . . . . . . 2.2.1 Four Models of Hermeneutics . . . . . . . . . . . 2.2.2 Psychoanalysis . . . . . . . . . . . . . . . . . . . 2.2.3 Hermeneutics, Mathematics and Training to Teach . 2.2.4 Phenomenological Versus Official Versions of Mathematics . . . . . . . . . . . . . . . . . . . 2.2.5 Perceptual Versus Structural Understandings of Trainee’s Task . . . . . . . . . . . . . . . . . . 2.3 Personal Aspirations Meet Ex
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