Negotiating contexts to construct an identity as a mathematics teacher/

By:

Hodges, Thomas E

Description: 1 tableISSN:

0022-0671

Other title:

The Journal of Educational Research

Subject(s):

DDC classification:

21 050/H66

Summary: The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's identity and thus her teaching of mathematics.

Holdings
Item type	Current library	Collection	Call number	Status
Periodicals Journal Bound	College Library Periodical Section	GC	AI 050/H66 (Browse shelf(Opens below))	Available

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The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's identity and thus her teaching of mathematics.

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