Teachers' Mathematics Identity and Visions of High-Quality Mathematics Instruction in Organizational Contexts

• In Event: Elementary Teachers and Coaches' Experiences of Opportunities to Learn

Abstract

This study examines how teachers’ visions of high-quality math instruction are connected to teachers’ mathematics identities within organizational settings. Through analysis of interviews with experienced elementary teachers at a high-achieving, suburban public school, I discuss the connections between the development of teachers’ math identity, their experiences in teaching and learning mathematics, and how the connections between individual experiences in situated settings interact with teachers’ visions of high-quality math instruction.

Author

• Lara Condon, University of Pennsylvania