Springer Becoming a Mathematics Teacher: Identity and Identifications: 53 (Mathematics Education Library, 53)

The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers. Review From the reviews: “The defining feature of Becoming a mathematics teacher: Identity and identifications is in the way it engages with the concept of identity by locating itself squarely within contemporary social theory. … Becoming a mathematics teacher: Identity and identifications is certain to stimulate reflection and discussion. … a vehicle for transformative potential for teacher education, just as much as it is a means to uncovering terrains of struggle. Teacher educators can use the narratives of prospective and beginning teachers to promote more equitable forms of organisation.” (Margaret Walshaw, Journal of Mathematics Teacher Education, Vol. 15, 2012) “The authors provide a rigorous theoretical perspective on the process of ‘becoming a mathematics teacher.’ … the authors do provide some general and gentle insights into their theoretical perspectives, and these will be helpful to the wider mathematics education community.” (Peter Grootenboer, Mathematics Education Research Journal, Vol. 23, 2011) From the Back Cover 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 how aspirant teachers begin to think of themselves as teachers, and about mathematics in particular, when they have many years of experience as pupils in school behind them, which did not always leave a positive image of mathematics. How do they change how they are, or even who they are, as they proceed through a teacher education programme into their first teaching post, where mathematics is just one of many subjects to be taught? They will encounter diverse and complex social demands that cannot necessarily be reconciled, since the work of schools is targeted at enabling pupils to participate in a rapidly changing world where consensus on educational objectives seems difficult to achieve.  Conflicting priorities can result in teachers being pulled in many directions, where their personal aspirations confront an official story that portrays the journey into teaching as a sequence of criteria to be fulfilled. Centred on over 200 hours of interview data from government-funded studies directed by the authors the book documents teachers over a five-year period, from the outset of their training to the end of their first year of teaching in a school. These interviews coincided with a major national curriculum initiative that through prescriptive and detailed regulation set the characteristics of a good teacher and the content of mathematics to be taught. Aimed primarily at teacher educators the book will also appeal to researchers across the field of education for its unique theoretical perspective drawing on contemporary psychoanalytical theory in portraying the identities that teachers come to occupy, and the forms of mathematics with which they ide