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The use of metaphor to explore prospective mathematics teachers’ projective identity
Author(s) -
Gomez Carlos Nicolas
Publication year - 2021
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12458
Subject(s) - metaphor , identity (music) , mathematics education , projective test , argumentation theory , perspective (graphical) , psychology , pedagogy , mathematics , pure mathematics , geometry , epistemology , linguistics , physics , philosophy , acoustics
Metaphors have been widely used to investigate the perspectives of teachers and students in mathematics. In this report, an instrument was developed, the metaphor continuums, to provide a space for four prospective teachers to discuss their projective identities as teachers and mathematics teacher. Using an argumentation perspective on identity, the responses to the instrument were investigated to determine a tentative manifestation of the participants’ projective identity. The participants’ provided some evidence of their projective identities as teacher and mathematics teachers being aligned. One participant did not provide evidence of distinguishing between her identity as a mathematics teacher and a teacher. The vehicles, or subject of the metaphors, given to the participants provided varying ways for them to explore their ideas of teaching and learning mathematics. The metaphor continuums showed potential for mathematics teacher educators to receive initial information to help in determining targeted interventions for their students.