Fluid identities for equitable mathematics teaching: narrative analysis of prospective teachers’ foregrounds

ABSTRACT

This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs’ foregrounds provides a comprehensive picture of their stories and reflects the fluid nature of identity development processes. Dynamic relations between past experiences and future imaginations unpack the conflicts, paradoxes or unresolved issues in teachers’ stories. Three exemplar narratives suggest that the recognition of the complicated nature of PTs’ foregrounds provides broader insights into the research on teacher identities and expands the possibilities of equitable mathematics teaching.

KEYWORDS:

• Teacher identity
• preservice teacher education
• mathematics education
• narrative inquiry
• equity
• diversity

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ayşe Yolcu

Ayşe Yolcu is a researcher at the Department of Mathematics and Science Education, Hacettepe University, Turkey. Her work mainly focuses on the examination of how human differences are historically and discursively configured in mathematics education. She also conducts teacher education research that supports equitable, culturally relevant and socially just mathematics education practices.