<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachersí life experiences and their disctinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachersí accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachersí mathematical identity and their perception of studentsí mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignement with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.</p></abstract>

Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachersí life experiences and their disctinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachersí accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachersí mathematical identity and their perception of studentsí mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignement with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.

Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis

Daugavpils University, Latvia Institute of Sustainable Education, 1 Par‚des Street 432 LV-5401, Latvia.

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships...

Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis

Published Online: Sep 12, 2014

Page range: 5 - 31

DOI: https://doi.org/10.2478/jtes-2014-0001

© by Anita Pipere

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.